Simplicity  re&ucefc. 
nD  Consistency  ejalteD. 


BASED  UPON  A  VOWEL  SCHEME  BY  MEANS  OF  WHICH,  INDEPENDENTLY  OF 

POSITION,  FORM,  OR  DIMENSIONS,  THE  VOWEL  IS  EXPRESSED  WITH 

PRECISION  AND  PROMINENCE  WITHIN  THE  BODY  OF  THE  WORD. 


KM  PLOYING   A    BRIEF  ALPHABET   OF   SIMPLE   SIGNS,    ENTIRELY   POSITION- 
LESS,    AND,    WITH    A    SINGLE    EXCEPTION,    SHAPELESS,    YET    SO 
CONSTRUCTED    AS   TO    ADMIT    OF    COMBINATIONS 

POWERFUL    ENOUGH    TO    ACCOMPLISH   THE 

COMPLETE    SPELLING   OF   WORDS    WITH    PERFECT    EASE    AND 
LEGIBILITY,    AND    WITH    BREVITY    SUFFICIENT   TO 
RENDER    THE    USE    OF   ARBITRARY    WORD- 
SIGNS   UNNECESSARY. 


SUITABLE  FOR  ALL  PURPOSES  AND  DESIGNED  FOR  UNIVERSAL  USE, 


BY   T.    C.    STRICKLAND, 


EAST    GREENWICH,    R.    I. 

PKF.SS   OF   E.    L.   FREEMAN   *    SON,    STATE    PRINTERS,   CENTRAL   FALLS,    R.    I. 


Copyrighted    1890, 
By  T    C    STRICKLAND 

Copyrighted    1892, 
By  T.  C.  STRICKLAND 

All   Rights  Reserved. 


S?/7 


PREFACE. 


This  work  presents  a  complete  system  of  shorthand  writing,  ar- 
ranged in  twenty  four  carefully  graded  lessons,  with  explanatory 
notes  and  references,  in  the  most  convenient  form  possible  for  class 
or  self  instruction. 

The  system   presented   is  fundamentally  unlike  all  other  systems 

in  use.     It  consists  of  a  simple  alphabet  of  tlexible  lines  and  Mowing 

C0    movements,  by  means  of  which  alone,  without  resort  to  the  prevail- 

E    ing  use  of  positions,  arbitrary  word-signs,  or  irregular  methods,  the. 

motions  of  the  voice  are  perfectly  imitated  by  the  pen,  with  grace 

jfc     and  ease,  and  with  brevity  sufficient  for  the  demands  of  speed. 

"Word-signs  are  symptoms  of  weakness  internal ; 
Ij  Vowels,  dis-joined,  become  burdens  external ; 

(.'hanging  positions  are  bother  eternal ; 
Schemes  arbitrary  are  pit-falls  infernal ; 

rr>  Absence  of  all  were  a  pleasure  supernal." 

jr 

•„)        Such  was  the  sentiment  of  a  resolution  adopted  by  the  author 
g     when,  in  1884,  he  abandoned  the  practice  and  teaching  of  one  of 
the  best  systems  then  in  use,  and  set  himself  deliberately  at  work 
to  demonstrate  either  the  possibility  or  the  impossibility  of  a  sys- 
tem without  these  common  faults. 

A  search  through  hundreds  of  systems  of  the  past  and  present 
3      showed  that  no  such  system  had  ever  existed.     Then  a  long  and 
thorough  prpcess  of  experimentation  led  to  the  conclusion  that, 
starting  with  an  alphabet  of  full-sized,  inflexible  characters  like 
those  in  use,  no  system  could  ever  secure  brevity  except  by  the 
sacrifice  of  regularity,  consistency,  and  legibility.     If  ever  accom- 
plished at  all,  it  must  be  upon  some  entirely  different  basis  yet 
undiscovered. 
Two  apparently  impossible  things  were  then  attempted.      The 


449444 


4  THE   TWENTIETH   CENTURY   SHORTHAND. 

first  was  to  invent  a  mode  of  expressing  vowels  which  should  be 
independent  of  the  position,  form,  or  dimensions  of  any  character. 
The  second  was  to  construct  a  consonant  alphabet  in  imitation  of 
the  motions  of  the  voice  and  flexible  as  the  voice  itself.  Both  of 
these  were  at  length  found  possible,  and  were  adopted  as  the  basis 
for  the  new  system. 

To  perfect  the  system  thus  begun  has  cost  the  author  eight  years 
of  the  most  pains-taking  study  and  labor.  It  has  necessitated  a 
complete  dissection  of  the  English  language,  and  a  careful  analysis 
of  every  minute  detail  of  its  construction,  together  with  a  like 
analysis  of  every  conceivable  form  of  character  and  element  of 
motion. 

While  this  work  has  been  going  on  in  a  tortoise  fashion,  more 
than  one  new  system  has,  like  the  hare,  dashed  into  sight,  passed 
by,  and  gone  to  sleep  by  the  way -side.  During  this  time,  no  less 
than  two  of  the  most  prominent  authors  whose  work  is  exhibited  in 
the  introduction  to  this  work,  have  discarded  their  own  systems 
and  brought  out  new  ones.  These  have  been  examined,  found 
possessed  of  the  same  old  faults,  and  the  plodder  has  plodded  on. 

It  is  a  comparative!}'  easy  matter  to  construct  a  system  of  short- 
hand upon  almost  any  basis,  good  or  bad,  provided  the  author  will 
allow  himself  to  bridge  over  every  difficulty  in  the  way  by  the  use 
of  word-signs  or  other  arbitrary  or  irregular  methods  ;  but  to  work 
out  a  system  like  a  mathematical  problem,  by  a  consistent  adherence 
to  fixed  principles,  is  quite  another  task.  The  results  also  are  as 
widely  different  as  the  processes  by  which  they  are  readied.  The 
former  method  can  result  only  in  complexity  and  uncertainty,  while 
the  latter  ends  in  unity  and  simplicity. 

The  Twentieth  Century  Shorthand  is  simplicity  itself.  Master  the 
principles  of  a  brief  alphabet,  and  all  is  practically  accomplished. 
The  text-book  is  small  simply  because  it  does  not  need  to  be  large. 
The  entire  system  has  been  mastered  in  twelve  weeks  by  a  student 
who  could  devote  only  one  hour  per  day  to  its  study.  This  is  ex- 
actly equal  to  six  hours  per  day  for  only  ten  days.  Of  course  it  is 
not  guaranteed  that  all  will  acquire  the  system  in  so  short  a  time, 
but  the  fact  that  it  has  been  done  speaks  well  for  the  simplicity  of 
the  system.  The  student  who  mastered  it  in  sixty  hours  took  a 
good  position,  putting  the  system  into  immediate  use  without  diffl- 


PREFACE.  5 

culty,  and  in  a  short. time  boasted  a  higher  rate  of  speed  than  that 
of  a  "Pitmanite"  working  in  the  same  office. 

Such  a  statement  as  the  above  will  be  discredited  by  man}-,  and 
the  claims  of  the  system  will  be  ridiculed  in  print.  This  is  to  be 
expected,  and  any  injustice  of  this  sort  is  hereby  forgiven  in  ad- 
vance, so  that  no  apologies  need  be  made.  It  is  also  expected  that, 
owing  to  the  large  number  of  systems  already  in  the  field  of  compe- 
tition, this  one  may  find  its  way  but  slowly  into  use.  Nevertheless, 
believing  the  system  possessed  of  qualities  which  will  keep,  and 
having  given  it  a  name  which  points  ahead,  the  author  respectfully 
submits  his  work  to  the  public,  and  awaits  with  confidence  the  un- 
folding of  the  Twentieth  Century. 

KAST  GREENWICH,  R.  I.,  May  1,  1893. 


THE  TWENTIETH  CENTURY  SHORTHAND. 


TABLE    OF    CONTENTS. 

(Aljihtibetic  Index  at  end  of  book.) 
INTRODUCTION. 

Shorthand  Writing:  in  General :  Characteristics  of  the 
Ideal  System,  —  The  Construction  of  Modern  Systems  Coin 
pared, — The  Writing  of  Modern  Systems  Compared,  —  The 
Spelling  of  Modern  Systems  Compared,  —  Results  of  the  Com- 
parisons. 

Common  Errors  Avoided  by  the  Twentieth  Century: 

I,  Complexity  of  Construction, — II,  Use  of  Positions,— 
III,  Irregular  Order  of  Expression,  —  IV,  Omission  or  Uncer- 
tainty of  Vowels, — V,  Resort  to  Arbitrary  Schemes, — VI,  Use 
of  Word-Signs, —  VII,  Multiplicity  of  Signs, —  VIII,  Use  of 
Longest  Signs  for  Most  Frequent  Sounds. 

The  Twentieth  Century  Shorthand  Elucidated:    I,  Its 

Philosophic  Basis,  —  II,  Powers  of  its  Alphabet,  —  (a)  Modi- 
fying Powers,  —  (b)  Combining  Powers,  —  The  System  the 
World  has  been  Demanding. 

GKADED    HEADING   AND    WRITING    LESSONS. 

Preliminary  Suggestions:  Material,  —Position,  —  Method 
of  Study. 

Lesson  I.  Vowels  with  R  and  L. 

II.  K,  G,  P,  and  B. 

III.  W,  Wh,  Oh,  J,  H,  Y,  III,  and  Lr. 

IV.  Consonant  Groups  with  R,  L,  W,  and  J. 

V.  Vowels  with  S,  Z,  and  Sh. 

VI.  Consonant  Groups,  with  S,  Z,  and  Sh. 
VI  I.  Vowels  with  N,  M.  F,  and  V. 

VIII.  N,  M,  F,  and  V,  Continued. 

IX.  Vowels  Curved  and  Shaded. 

X.  Vowels  with  T,  D,  and  Th. 

XI.  Consonant  Groups  with  N,  or  M. 

XII.  Consonant  Groups  with  T,  D,  or  Th. 

XIII.  Final  Ted  and  Ded,   and  Review  of    Consonant 

Powers. 


TABLE   OF   CONTENTS.  7 

Lesson  XIV.  The  Syllable  Principle,  and  Numerals. 

XV.  Com,  Con,  Cog  and  Conn. 

XVI.  Ing  and  Tive. 

XVII.  Ex,  Ax.  Cation,  Fication,  and  Plication. 
\VII1.  Miscellaneous  Prefixes  and  Sullixes. 
XIX.  Hare  and  Peculiar  Consonant  Groups. 

X  X.  Marks,  Abbreviations,  Initials,  and  the  Repeater. 

X  XI.  Words  Expressed  by  Implication. 

XXII.  Common  Phrases,  —  Approved  Forms. 

XXIII.  A  Letter,— Review  of  all  Principles. 

XXIV.  Law  Reporting. 

COMPENDIUM    OF    INSTRUCTIONS. 

Preliminary:  Definitions, — Phonetic  Spelling,  —  Omission  of 
the  Unimportant,  —  Following  Spoken  Language,  —  The  "  E- 
Rule." 

The  Lessons  Explained  :     Each  of  the  Twenty-four  Lessons, 

in  Order,  Separately  and  Carefully  Treated,— Vowels  and  Con- 
sonants,—  Direct  and  Reverse  Movements, — Empowered  and 
Unempowercd  Consonants, — The  Shading  Power,  —  Conson- 
ants Shaded.  —  The  Curving  Power,  —  Utility  of  Consonant 
Powers,  —  Order  of  Powers,  —  The  Lengthening  and  Shorten- 
ing Power, —  Consonants  Curved  and  Lengthened, — Syllable 
Principle  and  Numbers,  —  Laws  of  Implication,  —  Prefixes  and 
Suffixes  Treated,  —  Marks.  Abbreviations,  Initials,  —  The  Re- 
peater, —  Words  by  Implication,  —  Phrasing,  —  Letter  Writ- 
ing, —  Court  Testimony. 

Supplemental:  Knowledge  versus  Skill, — Acquirement  of 
Speed,  — The  Student  Without  a  Teacher,  —  "  What  Can  I 
Dictate  to  Myself  ?" 

MISCELLANEOUS    KXEKCISKS    FOK    PRACTICE. 

Counted    and    Numbered    for    Convenience    in    Estimating 

Speed  :  Sentences,  —  The  Brook,  —  The  Tame  Crow,  —  The 
Robin  and  the  Raven,  —  The  Spider  and  the  King, —  The 
Robin's  Song,  —  Selections,  —  How  Cyrus  Laid  the  Cable,— 
The  Reindeer, —Model  Letters,  —  The  Zigzag  Club  on  the 
Atlantic,  —  Love  (Bible),  —  Moral  Effect  of  Worship,  —  Rip 
Van  Winkle,. —  Garfield  at  Chautauqua. 

(Alphabetic  Index  at  end  of  bo'ik.} 


INTRODUCTION. 


A   COMPARISON   OF   THE   FUNDAMENTAL   PRINCIPLES 

OF  ALL  THE  MODERN  SYSTEMS  OF 

SHORTHAND  WRITING. 


The  choice  of  a  system  of  shorthand  is  much  like  the  choice  of  a 
•wife.  No  one  is  expected  to  select  more  than  one,  but  that  one  is 
for  life,  and  he  who  embraces  the  first  one  brought  to  his  notice 
without  asking  any  questions  may  miss  an  opportunity  1o  do  better. 

Perfection  in  either  case  may  not  be  found,  and  yet  there  is  in 
each  an  ideal  to  be  sought  after,  and  that  which  approaches  nearest 
to  the  ideal  should  be  the  object  of  our  choice. 

First,  then,  what  are  the  features  to  be  sought  after  in  any  system 
of  shorthand?  Briefly  stated,  they  are  these:  (1)  Rapidity,  cj) 
Legibility,  (3)  Simplicity.  These  three  features  brought  to  perfec- 
tion would  leave  nothing  to  be  desired. 

But  what  are  the  requirements  for  the  highest  rapidity,  and  what 
are  the  elements  which  enter  into  perfect  legibility  and  simplicity  '.' 
Let  us  see  the  complete  specifications  for  the  ideal. 

THK    1DKAL    SVSTK.M    OF    SIK IIJTII A  M  >'. 

I.       It  must  be  RAPID  as  spoken  language  : 

1 ,  Easy  to  think  ; 

2,  Brief  in  form  ; 

3,  Easy  of  execution. 


INTRODUCTION.  0 

II.  It  must  be  LEGIBLE  as  long-hand  : 

1,  Spelling  words  consistently; 

2,  Avoiding  many  signs  fur  one  sound  ; 

3,  Avoiding  many  sounds  for  one  sign  ; 

4,  Expressing  sounds  in  regular  order ; 

5,  Leaving  no  doubt  as  to  the  order  intended. 

III.  It  must  be  SIMPLE  and  EASY  OK  At  nt  IKKMKXT  : 

1,  Employing  few  characters  and  principles; 

2,  Securing  brevity  by  the  powers  of  its  alphabet  ; 

3,  Avoiding  arbitrary  word-signs  and  contractions; 

4,  Avoiding  frequent  exceptions  to  general  rules ; 
.">.  Maintaining  unity  and  consistency  throughout. 

TIU:    TWENTIETH    CEMTKY    SHOKTHAM) 

now  comes  humbly  forward,  not  claiming  absolute  perfection,  but 
confidently  believing  that  it  is  founded  upon  the  only  basis  upon 
which  perfection  is  possible  of  attainment,  and  confident  that  it 
possesses  even  now,  all  of  the  characteristics  of  the  ideal  system  in 
a  higher  degree  than  any  other  system  now  in  use. 

In  support  of  this  belief,  a  careful  and  critical  comparison  is  in- 
vited with  all  other  systems,  with  reference  to  every  feature  of  the 
ideal  svstem.* 


*NoTE. — In  the  comparison  of  systems  on  the  following  pages,  perfect  fairness 
lias  been  sought.  To  this  end,  a  sentence  of  forty  words  was  selected,  and  the  same 
was  sent  to  the  authors  of  all  the  leading  systems  with  the  following  note: 

"  Dear  Sir: — I  have  in  preparation  an  article  upon  the  fundamental  principles  of 
the  leading  modern  systems  of  Shorthand,  and,  by  way  of  illustration,  I  should  like 
your  own  rendering  of  the  sentence  on  the  enclosed  sheet,  believing  that  your  ren- 
dering might  be  preferable  to  my  own,  and  desiring  to  show  you  at  your  best." 

The  samples  of  writing  shown  are  in  response  to  this  request,  and  are  line  for  line 
I\H  they  came  from  the  pen  of  the  authors,  except  the  numbers  which  have  been 
placed  over  the  words  for  convenience  of  reference.  (Pages  12  and  13-) 


10 


THE   TWENTIETH    CENTURY    SHORTHAND. 

THE  CONSTRUCTION  OF  MODERN 


Class.         Systems. 

Consonant  Signs.          (a)  Num^er!6l(b)  Signs. 

Isaac  Pitman, 

Stroke  lines  ;  their  length. 

(a)    T  h  i  r  t  y  •  t  o  sixty 

Ben  Pitman, 

slant,  curve  and  shade  ; 

eight. 

Graham, 

also    connected    hooks, 

(b)    D  i  s-j  o  i  n  e  d  dotsj 

MUD  son, 

circles,  loops  and  ticks. 

dashes,      semi-circles 

I.          Scott-Browne, 

(Bishop  uses   same    con- 

and angles;  ordivided 

Longley, 

sonant    strokes,    which 

into  three  groups  and 

Beale,      • 

he  changes  into  vowels 

these   groups  implied 

Hemperley, 

bv  change  of   position, 

by  three  positions  of 

Bishop, 

etc.) 

consonant   strokes. 

and  others. 

Stroke  lines  ;  their  length, 

(a)    Ten. 

slant,  curve  and  shade  ; 

(b)    Five   lines  similar 

also    connected    hooks, 

to  consonant  strokes  ; 

Cross,  (Eclectic.) 

circles,  loops  and  ticks. 

also  the  ten    divided 

II.       McKee. 

(Cross   also    implies    ten 

into  five  groups  and 

(New  Rapid.) 

groups  of  consonants  by 

implied   by   five  posi- 

five  positions  and    two 

t  i  o  n  s   of    consonant 

slants  of  vowel  strokes.) 

strokes. 

III.     Porter. 


Stroke  lines;  their  slant, 
curve,  and  light  or 
heavy  parallel  dash ; 
also  connected  hooks, 
loops,  circles,  semi-cir- 
cles and  ticks. 


(a)  Fifteen. 

(b)  Three  lengths  and 
a  shade  of  consonant 
strokes  in  two  slants 
a  n  d    t  w  o    positions, 
with  a  change. of  the 
dis-joined    dash   to  a 
right  angle. 


Stroke  lines;  their  length,    (a)    Thirteen. 

Sloan-Duployan,      slant,  curve  and  shade,    (b)    Connected    circles, 
IV.      Pernin,  (Pernin   discards    shades 

Lindsley.  and   distinguishes   cor- 

relative   pairs    by 
lengths.) 


semi-circles,  quad- 
rants, angles  and 
ticks. 


Length,  curve  and  shade    (a)    Six. 

V.        Twentieth  of    VOWEL,    STROKES  ;    (b)    Slant  of   VOWEL 

Century.  all  s  o   connected   loops,       STROKES. 

circles,  semi-circles  and 
angles. 


INTRODUCTION. 

SHORTHAND   SYSTEMS  COMPARED. 


11 


Brevity,  how  secured. 


Illustrations  from  the  Shorthand  Plates. 
Pages  12  and  13. 


By  substitution  of  briefer 
signs  for  those  in  the 
alphabet:  by  omission 
of  signs  ;  by  the  use  of 
positions  :  by  over  50,- 
000  word-signs;  by  the 
omission  of  words. 


Graham's  Corresponding  Style  : 
(20)    Stroke  (in),  loop  (str),  dot  (a),  —  master. 
(24)    Hook  (r),  stroke  (p),  shortened  (d),  hook 

Iv}     i !  •  i  -  !  i   nit       ^  ttriix  i-il- 


(v),  dash  (oo),  —  proved. 
(iraham's  Reporting  Style: 


iranam  s  Keporung  style: 
(2-3-4)     Stroke  (z),  stroke  (k).  shortened    (d), 

hook   (n),  stroke  (r),  shortened  (t),  =  \vas- 

kiiid-liearted. 
<•"))    Circle  (s),  stroke  (mp),  position  (6, 1,  aw, 

o,  i,  or  oi),  =  simple. 


By  substitution  of  briefer    Eclectic  Reporting  Style : 


signs  for  those  in  the 
alphabet;  by  omission 
of  signs;  by  the  use  of 
positions;  by  word- 
signs;  by  omission  of 
words. 


(1)  Circle  (li),  shade  (r),  stroke  (y),  position 
(a  or  aw),  —  Harry. 

(3)  Stroke  (k),  lengthened  (11),  stroke  (d), 
position  (i  or  oy),  =  kind. 

(35)  Stroke  (i),  position  and  slant  (nl,  loop 
(ds),  stroke  (k),  shade  (r),  tick  (t),  =  indis- 
creet. 


By  substitution  of  briefer 
signs  for  those  in  the 
alphabet;  by  omission 
of  all  dis-joined  dashes; 
by  omission  of  other 
signs;  by  omission  of 
words;  by  word-signs. 


(5)  Stroke  (s),  length,  slant  and  position  (o  or 
i),  hook  (in),  stroke  (p),  length  and  slant  (o 
or  u),  hook  (1),  =:  simple. 

(6-7)  Tick  (and),  hook  (1),  position,  length  and 
slant  of  stroke  (o  or  n),  stroke  (v),  stroke 
(b),  length,  etc.,  (u),  hook  (1),  =  lovable. 


By  substitution  of  briefer 
signs  for  those  in  the 
alphabet ;  by  omission 
of  signs;  byword-signs; 
by  omission  of  words. 


Lindsley's  Corresponding  Style : 
(3-4)    Stroke  (k),  angle  (i),  stroke  (n),  stroke 
(d),  hook  and  stroke   (h),  semi-circle,  etc., 
(a),  stroke  (r),  light  part  of  stroke  (t),  heavy 
part  of  stroke  (d),  —  kind-hearted. 
Pernin's  Reporting  Style : 

(1)    Circle  (ah),  stroke  (r),  hook  (i),  =  Harry. 


By  the  powers  of  the  al- 
phabet :  by  laws  of  im- 
plication. 


1* 


(5)    Shade  (s),  slant  (i),  curve  (in),  semi-circle 

(p),  loop  (1),  =  simple. 
(8)    Shade  (s),  semi-circle  (p),  loop  (r),  slant 

(i),  length  (t),lloop  (1),  angle  (y),  =  sprightly. 
(20)    Curve  (in), slant  (a), shade  (s),  length  (t), 

loop  (r),  —  master. 


12 


THE    TWENTIETH    CENTURY    SHORTHAND. 

THE  WRITING   OF   MODERN 


i^^ 

'-7  *>    f      'A       "         O       ejfj      '-'i- 


4— ^^\\\\\^  %V^&qp»~ 


INTRODUCTION. 

SHORTHAND  SYSTEMS  COMPARED.* 


13 


S&T^t««S«& 

-v?  x)  S         6V          y 

a. 


W&- 


7     O     if 


*  Long-hand  Key,  next  page. 


14  fTlE   TWENTIETH   CENTURY   SHORTHAND. 

THE  SPELLING  OF    MODERN 


Graham's  Graham's  Eclectic  Porter's 

No.      Corresponding 

Style.  Reporting  Style.      Reporting  Style.       Reporting  Style. 


1  Hari Hr?6 U.ry12 HrH 

2  z z?4 w?2 w?4s 

3  land k/»d?4 kwd?2 Viind 

4  hartrf r<?6..... I\rtd12 fiH 

5  simpl sm/>?6 s/wp£?2 s?4mp?4» 

6  *a«d     *<rorf a£2d     *«wd 

7  luvabl lvbZ?4 lv'W?2 J?4vb?4* 

8  sprirti spr<l?6 sprd?2 

9  *of of o§2 of 

10  nr ii?'?4 ni7w?2 m?4n?4?' 

U  strawng st?-ng-?6 strngV2 strHng 

12  *o/ of o§2 of 

13  mnsl msl?4 ...msl?2 m?4s?4i 

14  *and *and  a%2d *and 

lo  \r vrH vr?2 v?4 

16  cli  ch?6 cb?2 ch?4 

17  devoid dvtdH cl-v?2 d?4v?4t?4 

18  *lo *to t?2 to 

19  z z?4 Ai§2  z?4 

20  ma(str) m(str)H m(st)r^2 m?4(si!r) 

21  *but *but b<?2 b?4 

22  z z?4 a§2 z 

23  t t i§2 ?4t 

24  yroovd  prcd?6 p/'d?2 pr?4v?4 

2o  h *Jie h?2 liH 

26  z z?6 w?2 w?4s 

27  sm< sm<?6 smWbZ?2 s?4ww/*?4 

28  defislin* dMi?4 d-f?2  d?4f?4»A» 

29  11 n?6 i§2.. ?4u 

30  mawal mrlW mrl?2 .  .mHrl 

31  st?-ength strth?4 st»ii?2 strHth 

32  *and *and a§2d *and 

33  ra(^r) r(<Ar)?4 rthr?2 rlhrH 

34  inr mr?6 mr?2 m?4r 

35  ndiskre;! nrfsk<?6.    i§2d*krt?2  . .  .  .iid?4sk?4t?4 

36  thn, thn?6 th?2 </<?4 

37  m< m<?6 mt?2 mUt 

38  v have v?2 ?4v 

39  bn  b«?4 bft?2 \>Hn 

40  desir^ dsrd?6 dsrd?2 d?4zird. 

ERRATA.  In  the  Eclectic  above,  the  following  additional  sounds  arc 
indicated:  In  2  &  26,  S  by  position  of  W:  in  21.  V  l»y  retradnfr:  in  31, 
Tkby  length  of  ^:  and  in  30.  X  by  icn^tli  of  TU. 


•* 


INTRODUCTION.  15 

SHORTHAND   SYSTEMS   COMPARED.* 


Lindsley'a  Lindsley's  Pernin's  Twentieth 

Corresponding  No. 

Style.  Reporting  Style.      Reporting  Style.  Century. 


Hari Hr Ahri Hary 1 

wz ws wah wrs 2 

kind  k/id ki ...kind 3 

liartd. ...    . .  Jirtd  ahtd  harted 4 

*imp£ smpl s(im)  + simpl 5 

11 nd (an) and 6 

Ivb/ IvbZ 1+ luvbl 7 

spritli *prM (*/>r)itli spritly 8 

v *of *of of 9 

maiir mil?1 m(an)r maiier 10 

strng ftrng (*tr)n\vng strong 11 

v *of *of of 12 

msl  m*l iii  + musel 13 

n lid.    (fin)  and 14 

veri v v very 15 

inch ill ill   mm  h    16 

derotcl     dftd dvo+ .devoted 17 

t t t to 18 

hs hz i lies  19 

mstr m(*^') mah(*</') master 20 

bt  b< b but 21 

z z as as .  22 

it t t  et 23 

p>vd prvd pr+ pruvd 24 

h h e  he 25 

wz \vz ,wah ws 26 

«mwh «mwh s(wm)wah sniwhat 27 

dcfish  «t df (shn)t dfi  + deflsheiit 28 

i i i in 29 

morl mrl mawl morel 30 

atrngth st/lh (str)  (en) strength 31 

11 lid (an)  and 32 

rathr r(thr) rah rather 33 

mor ill?1 m  more 34 

id*k?-et idsk?-< (m)-kre endeskret 35 

than tlift th(«n) then 36 

mit mi< mi  mit 37 

a a ah have 38 

b« b« b(e«) ben 39 

dsird dsrd (dz's)r desired 40 

*  See  next  page  for  Key. 


16  THE   TWENTIETH   CENTURY   SHOBTHAND. 

KEY    TO    THE    Sl'KI.IJNG    OX    THE    TWO    PRECEDING    PAGES. 

Full-laced  type:  Sounds  written  with  signs  us  found  in  the 
alphabet. 

Italics:  Signs  not  in  .the  alphabet,  substituted  for  brevity. 

Common  Roman  :  Sounds  or  words  definitely  implied. 

?:  Uncertain  vowel  implied,  followed  by  number  from  which  to 
choose. 

£ :  Vncertain  consonant  implied,  with  number  from  which  to 
choose. 

( ) :  A  group  of  sounds  written  Avith  a  single  arbitrary  sign. 

*:  An  entire  word  written  with  a  single  sign  not  in  the  alphabet. 

+  :  Omission  of  an  unknown  ending  implied  by  position  of  next 
word. 

The  sentence  used  in  the  foregoing  comparisons  was  selected  for 
its  variety  of  styles  of  words,  and  particularly  for  the  variety  of 
consonant  combinations  which  it  contains,  provision  for  which  must 
be  made  by  every  system  of  shorthand. 

The  sentence  was  kindly  written  for  us  by  the  author  of  nearly 
every  system  in  use,  and  the  samples  shown  on  the  shorthand  plates 
were  selected  to  represent  the  classes  to  which  they  belong  (Linds- 
ley's  excepted),  for  the  sole  reason  that  they  were  the  briefest 
samples  submitted  by  any  system  of  their  class. 

VISIBLE    RESULTS   OF    THE    COMPARISONS. 

1.  The  comparison  of  constructions  shows  the  superior  SIMPLICITY 
of  the  Twentieth  Century  Shorthand,  in  that  it  uses  the  fewest  char- 
acters and  principles,  adhering  consistently  to  the  same,  and  is  the 
only   system  which  secures  brevity  chiefly   by  the  powers  of  its 
original   alphabet,  without  the  aid  of  a  secondary  alphabet,  or  a 
multitude  of  arbitrary  contracting  principles,  or  word-signs. 

2.  The  comparison  of  Avriting  shoAvs  the  superior  BREVITY  of 
the  Twentieth  Century,  also  the  superior  ease  and  gracefulness  of 
its  forms,  and  the  evenness  with  Avhich  it  follows  the  line  of  writing. 

3.  The  comparison  of  spelling  shows  the  superior  LEGIBILITY  of 
the  Twentieth  Century,  in  that,  despite  its  exceeding  brevity,  it 
spells  out  its  words  more  fully  and  consistently  than  even  the  cor- 


INTRODUCTION.  17 

responding  style  of  any  other  system,  at  the  same  time  using  its 
alphabetic  signs,  and  leaving  nothing  whatever  in  doubt. 

In  fact,  after  all  that  is  at  all  certain  in  the  shorthand  lias  been 
dug  out  and  put  into  long-hand  as  is  dune  on  the  preceding  pages, 
is  it  not  true  that  the  Twentieth  Century  is  the  only  system  which 
is  at  all  readable  without  much  study  and  a  great  stretch  of  the 
imagination?  More  difficult  than  this,  however,  is  the  reading  of 
the  shorthand  itself,  in  which  two  or  more  incomplete  words  are 
often  so  joined  together  as  to  be  naturally  mistaken  for  a  single 
word,  as  "  zkudrt."  What  does  it  spell '?  (See  2,  3,  4,  in  Graham's 
reporting  style.) 

In  connection  with  these  positive  virtues  of  superior  brevity,  legi- 
bility and  simplicity,  there  are  certain  neyatire  virtues  of  the  Twentieth 
Century,  which  consist  simply  of  freedom  from  tlie  faults  of  other 
systems,  and  can  only  be  appreciated,  therefore,  by  seeing  those 
faults  as  they  exist. 

COMMON  FAULTS  A  AVOIDED  BY  THE  TWENTIETH  CENTURY  SHORTHAND. 

I.     Complexity  of  Construction : 

Before  the  hand  can  act,  the  brain  must  dictate.  Anything  which 
retards  the  brain  must  retard  the  hand. 

Now  imagine  the  mental  process  which  must  necessarily  precede 
the  writing  of  the  first  word  of  the  sentence,  for  example,  in  Cross's 
Eclectic  system,  which  is  as  follows:  (1)  What  are  the  consonants 
of  the  word  '!  H-r-y.  (2)  What  is  the  vowel  ?  a.  (3)  Shall  all  be 
written  with  their  signs,  or  shall  the  vowel  be  written  and  one  of 
the  consonants  implied,  or  shall  all  the  consonants  be  written  and 
the  vowel  implied?  Decided  to  imply  the  vowel.  (4)  What  signs 
shall  be  used  for  the  consonants,  there  being  two  or  more  ways  of 
writing  each  '.'  Decided  to  write  //as  it  is  in  the  alphabet,  and  r-y 
by  signs  learned  outside  the  alphabet.  (5)  In  which  of  the  Im- 
positions must  the  consonants  be  written  to  imply  the  presence  t)f 
a  ?  High  above  the  line. 

To  be  sun-,  all  this  can  be  thought  out  in  much  less  time  than  it 
takes  to  read  or  speak  it,  but  it  is  no  simple  Task  at  best,  and  when 
it  is  finished  the  hand  will  write  the  word  using  only  one  letter  out 
of  the  four  in  its  alphabetic  form. 

All  the  systems  in  classes  I,  II,  and  III  are  subject  to  a  criticism 


18  THE   TWENTIETH   CENTURY   SHORTHAND. 

similar  to  this.  The  Twentieth  Century,  on  the.  contrary,  takes 
H-a-r  and  y  in  the.  identical  forms  given  in  the  alphabet,  writing 
them  in  regular  order,  and  thus  producing  a  word  which,  though  it 
looks  a  trifle  longer  than  the  Eclectic  word,  is  made  with  precisely 
the  same  number  of  motions. 

II.  Use  of  Positionx: 

This  error  affects  classes  I  and  II  and,  to  some  extent,  class  III. 

To  be  obliged  to  jump  about  from  one  position  to  another,  now 
above  the  line  and  now  below,  is  not  only  an  inconvenience,  but,  if 
adhered  to,  wastes  time  by  necessitating  frequent  pen-liftings  which 
might  otherwise  be  avoided.  Practically,  however,  it  is  not  strictly 
adhered  to,  but  words  which  will  make  good  connections  are  written 
connectedly  regardless  of  position.  Take  for  illustation  (Graham's 
"  was-kind-hearted,"  again  (Reporting,  2,  3,  4).  Was,  according  to 
the  rule  of  position  ought  to  be  struck  through  the  line  of  writing 
to  imply  a  (ah,  do,  a,  66,  ow,  or  ew),  kind  should  be  written  above 
the  line  to  imply  i  (e,  I,  aw,  6,  I  or  oy),  and  hearted  should  be  struck 
through  the  line  to  imply  a  as  in  icas.  The  three  words  are  written 
by  their  author,  however,  connectedly,  irrespective  of  position.  As 
a  consequence,  either  there  is  not  a  single  vowel  in  the  three  words, 
or  else  every  word  has  the  wrong  vowel  in  it. 

But  this  is  not  all.  By  means  of  position  it  is  impossible  to  indi- 
cate more  than  one  of  the  vowels  in  any  word.  After  the  first 
stroke  of  a  word  is  written  the  others  of  necessity  join  in  certain 
ways  and  extend  in  certain  directions,  possibly  crossing  the  space 
occupied  by  four  or  five  positions  simply  because  they  cannot  help 
it.  The  first  stroke  is  therefore  the  only  one  which  is  free  to  select 
its  position,  and  as  this  cannot  occupy  more  than  one  position  at  a 
time,  no  word  can  have  more  than  one  vowel  at  a  time.  Words, 
therefore,  such  as  aurora,  evolve,  Idaho,  etc.,  having  two  or  more 
important  vowels,  are  left  lame  indeed. 

Position,  as  a  spelling  principle,  is  entirely  discarded  by  the 
Twentieth  Century. 

III.  Irregular  Order  of  Expression : 

This  error,  which  exists  to  some  extent  in  the  first  four  classes, 
is  most  prominent  in  class  I,  in  which  it  is  one  of  the  most  common 
features.  In  the  chart  of  comparative  spelling  already  given,  these 


INTBODTJCTION.  19 

irregularities  are  straightened  out,  and  the  spelling  is  made  to  appear 
at  its  best.  The  sentence  affords  many  illustrations,  however,  a 
typical  example  of  which  occurs  in  the  word  proved,  as  given  in  the 
illustrations  of  class  I  in  the  comparison  of  constructions.  The  signs 
are  written  precisely  in  this  order :  r-p-d-v-oo,  and  must  be  assorted 
and  re-arranged  by  the  reader  so  as  to  make  p-r-vo-r-d. 

This  re-arranging  can  be  done  by  one  who  understands  it,  but  is 
it  not  better  to  spell  as  the  Twentieth  Century  does,  and  avoid  mis- 
arranging  in  the  first  place  ? 

IV.  Omission  or  Uncertainty  of  Vuirels: 

This  error  is  also  present  in  classes  I,  II,  III  and  IV,  but  particu- 
larly in  the  reporting  style  of  class  I,  in  which,  (Bishop  excepted), 
there  is  no  nearer  approach  to  a  vowel  than  a  choice  out  of  a  group 
of  four  to* six  or  more,  a  sample  group  from  which  to  choose  con- 
taining long  e,  short  i,  broad  a,  short  o,  long  i,  and  oy. 

Furthermore,  the  vowel  we  select  out  of  a  group  may  be  the  only 
one  in  the  word,  or  there  may  be  others  not  hinted  at,  and  even  if 
there  be  but  the  one,  there  is  generally  little  or  no  clue  to  its  proper 
location  among  the  consonants  of  the  word. 

Here,  for  example,  is  a  word,  the  consonant  outline  of  which  is 
p-k,  but  it  has  no  vowel  expressed.  I  am  trying  to  read  it.  I  have 
with  perfect  propriety,  called  it  pack,  peck,  pick,  peak,  pike,  poke., 
puke,  Puck,  pique,  pica,  polka,  ejn'f,  I'jxx-h,  and  piquet,  but  none  of 
these  will  make  good  sense  in  the  sentence,  and  so  I  bethink  me 
that  perhaps  it  is  two  word -signs  connected  together,  and  off  I  start 
on  this  tack.  P  is  the  word-sign  for  up  or  hope,  and  k  for  kingdom, 
come,  common  or  country,  and  I  am  experimenting  with  such  expres- 
sions as  "up-come,''  "hope-come,"  "  iip-cauntry."  "hope-kingdom," 
etc.,  -when  suddenly  it  pops  into  my  mind  that  the  word  is  OPAQUE, 
and  then  I  wonder  that  I  did  not  discover  the  fact  before. 

The  Twentieth  Century  puts  in  the  exact  vowel  intended  in  the 
exact  place  where  it  is  to  be  read. 

V.  Resort  to  Arbitrary  Schemes: 

Aside  from  the  50,000  word-signs  used  in  class  I,  there  are  many 
other  purely  arbitrary  schemes  used  in  the  first  four  classes  for  the 
securing  of  brevity.  Some  of  these  are  as  follows :  Varying  slant 
a  tritie  to  add  t  or  d;  straightening  sh  a  trifle  for  shon;  making 


20  THE   TWENTIETH    CENTURY    SHORTHAND. 

some  characters  "  minute "  to  add  I,  fl,  or  fly ;  lengthening  some 
characters  to  add  kr  or ///•,  and  others  to  add  tr,  dr,  or  thr,  etc. 

Instead  of  finding  consonant  groups  such  nsstr,  «/,r,  etc.,  spelled 
with  their  regular  alphabetic  signs,  we  find  an  arbitrary  character 
substituted  to  represent,  an  entire  group,  the  character  bearing  no 
resemblance  to  the  separate  letters  of  the  group.  In  place  of  the 
three  full  length  strokes  for  s-t-r,  for  example,  a  large  loop  is  sub- 
stituted (Graham  anil  Lindsley  Ni>.  20). 

Pernin  uses  nine  arbitrary  strokes  for  groups  of  consonants,  and 
six  others  which  represent  a  consonant  and  a  vowel  together.  (See 
groups  in  parentheses  in  comparative  spelling). 

Another  of  IVriiiifs  arbitrary  schemes  is  to  begin  a  word  cor 
rcc.tly  as  far  as  the  first  vowel,  and  there  suddenly  stop  and  indicate 
by  the  location  of  the  next  word  that  the  rest  of  this  one  is  omitted. 
(See  Pernin,  5,  7,  13,  17,  24).  This  secures  brevity  without  the  use, 
of  many  word-signs,  a.s  the  part  of  a  word  thus  written  is  not  called 
a  word-sign.  AVhat  do  you  think  of  the  plan,  however? 

The  Eclectic  text-book,  aside  from  all  its  scattering  schemes,  has 
fifteen  arbitrary  rules  in  a  row  for  writing  characters  "  irregularly." 
a  sample  of  which  we  take  the  liberty  to  quote  from  page  72.  It 
is  as  follows:  "P  is  written  inclined  backward  for  j)|>,  pi),  and  g 
is  written  similarly  for  gg,  gj.  Both  are  made  minute  to  add  1, 
enlarged  to  add  t  or  <1,  lengthened  to  add  in,  11,  and  shaded  to  ex- 
press an  included  r,  as  in  prop,  porp,  prep,  purps  (pur- 
pose), praps  (perhaps),  grog-,  gangrene."  The  reader  may 
make  his  own  comments  upon  such  rules. 

Now  the  Twentieth  Century  incorporates  into  its  alphabet  three 
simple  general  laws  which  render  all  such  arbitrary  rules  unneces- 
sary. 

VI.      U«e  of  Word-Signs : 

This  aid  to  brevity  is  a  tremendous  stumbling-block  to  legibility, 
especially  in  the  case  of  persons  possessed  of  good  reasoning  powers 
but  not  the  best  of  memory.  There  is  no  such  thing  as  "  reasoning- 
out  "  a  word-sign.  Its  recognition  is  as  purely  an  act  of  the  memory 
as  the  ability  to  recall  the  name  of  an  individual.  If  you  remember 
it,  you  remember  it,  but  if  you  do  not,  the  only  resort  left  is  to 
guess  at  it. 


INTRODUCTION.  21 

Here  is  a  sentence  composed  of  word-signs  from  the  corresponding 
style  of  class  I :  "  T gs  m  zhr  -  nt  y  mp  n  ng  -  nr." 

The  spelling  is  given  precisely  as  in  the  shorthand,  the  dashes 
signifying  words  which  have  no  letter  at  all  in  them  hut  are  repre- 
sented by  arbitrary  "ticks."  JIow  would  such  a  sentence  do  for  a 
prize  pu/zle  ?  You  observe,  of  course,  its  eminent  fitness  for  pur 
poses  of  "correspondence,"  because  of  its  exceeding  legibility(?) 

Now  the  writing  and  the  reading  of  word  signs  arc  two  very 
different  processes.  The  ordinary  word  sign  is  generally  some  one 
or  two  of  the  letters  which  belong  in  the  word.  The  writing  of 
word-signs  is  therefore  a  process  of  omitting  the  known,  while  the 
reading  is  a  process  of  (t>ii>i>lyin'j  the  unknown. 

Supplying  the  unknown  in  the  sentence  quoted  above,  it  reads 
as  follows  :  "It  gives  me  pleasure  to  note  your  improvement  in 
language  and  manner." 

The  Twentieth  Century  discards  word  signs  entirely. 
VII.     Multiplicity  of  Signs: 

Some  systems  have  several  modes  of  expressing  the  same  sound. 
Something  has  already  been  said  upon  this  line,  incidentally,  under 
the  head  of  arbitrary  schemes,  which  should  here  be  kept  in  mind. 

Systems  will  be  observed  in  the  comparison  of  constructions, 
which  have  two  ways  of  expressing  every  vowel  and  every  conso- 
nant in  the  alphabet.  One  system  writes  w  three  ways,  h  three 
ways.  /  tive  ways,  /•  six  or  more  ways.  etc. 

A  typical  illustration  may  be  drawn  from  the  corresponding 
style  of  Graham  as  found  on  the  shorthand  plate.  Let  us  look  the 
sentence  through  for  rX 

In  Hurry  and  hearted  (1,  4)  r  is  a  straight  line  inclined  upward; 
in  very,  proved,  moral  and  more  (15,  24,  30,  34)  r  is  a  hook  turned 
oneway;  in  manner  (10)  r  is  a  hook  turned  the  opposite  way;  in 
sprightly,  strong,  strength  and  indiscreet  (8,  11,  31,  35)  •;•  is  in  a  circle  ; 
in  master  (20)  r  is  in  a  loop  ;  in  d faired  (40)  r  is  a  short  heavy  curved 
line  downward  ;  in  rather  (33)  the  first  r  is  a  long  light  curved  line 
downward,  and  the  last  r  is  with  th  in  the  lengthening  of  the 
stroke.  Seven  distinct  ways  of  expressing  r  in  a  sentence  of 'only  forty 
words !  A  little  more  than  an  average  of  one  new  mode  for  every 
six  words !  This  is  bad  enough,  so  a  beginner  might  think,  but  if 


22  THE  TWENTIETH   CENTURY   SHORTHAND. 

this  were  all  it  would  be  comparatively  easy  to  remember.  Let  us 
look  a  little  farther. 

The  hook  which  represents  r  on  some  strokes,  expresses  I  <m  err 
tain  other  strokes,  and  on  still  others  it  means  w,  and  there  are  still 
other  strokes  upon  which  it  is  forbidden  to  make  hooks  at  all. 
Some  strokes  which  need  both  an  r-hook  and  an  Miook  turn  one  on 
one  side  of  the  stroke  and  the  other  on  the  other.  Other  strokes 
take  both  hooks  on  the  same  side,  one  being  made  larger  than  the 
other.  Other  curved  strokes  take  the  Miook  as  they  stand,  and  in 
order  to  take  the  ?-hook  they  reverse  their  curve,  thus  facing  in  the 
opposite  direction  and  assuming  the  exact  form  of  certain  other 
strokes  upon  which  it  is  forbidden  to  make  hooks.  (See  v  in  7 
and  38,  and  vr  in  15 — Graham's  Cor).  Still  other  curved  strokes 
needing  the  r-hook,  the  Miook  and  the  w-hook,  take  the  ordinary 
small  hook  for  w  as  they  stand,  take  a  large  hook  for  /,  and  then 
using  the  same  small  hook  for  r  the  stroke  must  take  a  shade  in  ad- 
dition to  indicate  that  the  hook  means  r  and  not  w.  This  shade 
makes  the  stroke  identical  with  another  stroke  upon  which  we  are 
forbidden  to  make  a  hook.  (See  n  29,  nr  10,  and  ny  in  11 ;  also  m 
in  20,  mr  in  34,  and  mp  in  5).  Then,  too,  while  some  of  the  conso- 
nants double  their  length  to  double  their  sound,  others  double  their 
length  to  add  tr,  dr,  or  thr,  and  still  others  double  theirs  to  add  /.:/• 
or  gr. 

In  the  Twentieth  Century,  r  is  invariably  written  with  a  small 
loop,  I  just  as  invariably  with  a  large  loop,  and  both  by  a  loop 
as  large  as  the  sum  of  the  two.  Isn't  this  restful  after  such 
confusion  V 

VIII.      Uxe  of  Longest  Siyns  for  the  Most  Frequent  Sounds: 

No  syllable  contains  more  than  one  vowel  sound,  but  this  may 
be  preceded  or  followed,  or  both,  by  one,  two,  or  three  consonant 
sounds  which,  with  the  vowel,  are  all  uttered  with  a  single  impulse 
of  the  voice.  The  word  strict,  for  example,  is  a  single  syllable 
having  one  vowel  and  five  consonant  sounds,  the  first  three  conso 
nants  forming  so  close  a  combination  of  sounds  that  it  is  dillieult  to 
pronounce  the  word  giving  the  three  sounds  separately,  and  the 
last  two  consonants  also  forming  a  similar  group. 

Jt  needs  but  a  glance  at  any  printed  page  to  prove  that  the 


INTRODUCTION.  23 

number  of  consonants  used  is  many  times  greater  than  the  number 
of  vowels,  and  that  the  consonants  arc  very  prolific  in  combinations. 

Xow  referring  back  to  the  comparison  of  constructions  it  will  be 
seen  that  every  system  except  the  Twentieth  Century  begins  by 
(•(instructing  a  consonant  alphabet  out  of  stroke  lines,  the  largest 
of  all  characters  used,  and  the  most  incapable  of  entering  into  com- 
binations with  each  other  with  any  degree  of  brevity. 

This  error  is  fundamental.  In  fact,  it  is  the  parent  of  all  minor 
errors,  for  if  the  sounds  which  are  most  numerous  and  most  prolific 
in  combinations  reside  in  characters  possessing  neither  brevity  nor 
combining  powers,  what  else  can  lie  expected  to  follow  but  the 
subsequent  adoption  of  all  manner  of  schemes  to  help  out  this 
clumsy  alphabet  in  the  way  of  brevity  ?  Hence  the  substitution  of 
briefer  signs  for  those  in  the  alphabet  and  a  resulting  multiplicity 
of  signs ;  hence  also  the  omission  of  signs,  the  use  of  positions,  and 
resort  to  arbitrary  word-signs. 

The  Twentieth  Century  gives  the  stroke  lines  to  the  vowels,  ex- 
pressing the  consonants  by  the  very  briefest  signs  possible,  and 
those  most'  capable  of  entering  into  combinations  for  brevity  and 
ease  of  execution. 

THE    TWENTIETH    CENTURY    SHORTHAND   ELUCIDATED. 

I.     Its  Philosophic  Basis: 

The  Twentieth  Century  is  a  successful  attempt  to  imitate  the 
motions  of  the  voice  by  the  motions  of  the  pen.  Accordingly  the 
vowels,  which  constitute  the  volume,  or  body,  of  every  spoken 
word  are  treated  as  the  body  of  the  written  word  and  are  given  the 
stroke  lines  for  their  expression,  while  the  consonants,  which  in 
spoken  language  only  modify  the  vowel  sounds  with  which  they 
unite,  are  treated  as  the  modifiers  of  the  written  vowel,  some  modi- 
fying the  length,  curve,  or  shade  of  the  vowel  stroke  itself,  and 
others  turning  the  ends  of  the  stroke  into  loops,  circles,  semi-circles 
or  angles. 

Only  five  simple  vowels  and  one  diphthong  are  used,  and  these 
six  reside  solely  in  six  different  slants,  irrespective  of  the  position, 
length,  curve,  or  shade  of  the  stroke  which  marks  the  slant.  When, 
in  rare  cases,  it  is  necessary  to  mark  the  long,  short  or  third  sound 
of  a  vowel,  this  is  done  as  it  is  in  long-hand. 


24  THE   TWENTIETH   CENTURY  SHORTHAND. 

Another  original  and  thoroughly  scientific  principle  of  this  system 
is  its  recognition  and  use  of  a  direct  and  reverse  movement  as  a  dis- 
tinguishing feature  of  all  curves  and  turns.  This  principle  renders 
perfectly  convenient  what  has  heretofore  been 'impossible,  namely, 
the  turning  of  a  circle  or  a  loop  between  a  hook  and  a  stroke,  or 
the  turning  of  a  hook  on  either  side  of  a  stroke,  without  destroying 
the  identity  of  the  hook  and  thus  causing  confusion. 

II.     Powers  of  Its  Alphabet  : 

(a)  Modifying  Powers:     To  those  frequently  occurring  consonants 
which  could  make  best  use  of  such  powers  there  are  given,  by  the 
principles  of  the  alphabet,  powers  to  express  themselves  in  certain 
modifications  of  the  length,  curve  or  shade,  of  other  characters. 

Thus  it  results  that  many  words  of  considerable  length  and  of 
great  variety  may  be  written  perfectly  with  but  a  single  stroke  of 
the  pen,  as  &niith,  most,  snow,  snows,  snowed,  time,  times,  tinned, 
tuned,  toast,  staff,  stave,  ocean,  Titian,  divide,  dewte,  devotes,  suffice, 
etc.,  also  that,  with  almost  equal  brevity,  without  slackening  the 
speed  or  changing  the  course  of  the  pen,  such  words  >\s  fifth,  sen- nth, 
snuffed,  mission,  vision,  division,  defined,  deficient  and  sufficient  are 
fully  written,  without  resort  to  omissions,  abbreviations,  or  any 
other  arbitrary  schemes.  They  are  spelled  out  according  to  the 
alphabet. 

(b)  Combining  Powers:    The  remaining  consonants  which  have  no 
modifying  powers  are  expressed  solely  by  loops,  circles,  semi-circles 
and  angles  turned  upon  the  extremities  of  the  vowel  strokes.    Years 
have,  however,  been  spent  in  study  and  experiment  as  to  the  most 
judicious   arrangement   of   these   for  the   securing   of    combining 
[lowers,  and  the  result  is  both  wonderful  and  beautiful. 

For  example,  n  followed  by  k  or  //  is  as  quickly  made  as  n  alone  ; 
likewise  m  followed  by  p  or  b  requires  no  extra  effort  ;  and  any  of 
these  may  be  followed  by  r,  I,  ry,  or  ly  without  stopping  the  pen 
or  changing  its  course. 

In  the  great  multitude  of  consonant  groups  containing  r,  I,  and  w, 
(such  as  pr,  pi,  tr,  dr,  fr,  fl,  tic,  dw,  kw,  c/io,  etc.),  the  consonant  forms 
given  in  the  alphabet  will  be  found  to  form,  easily  and  naturally, 
the  most  graceful  combinations  possible,  turning  upon  each  other 


INTRODUCTION.  25 

and  upon  the  vowel  stroke  invariably  with  either  a  circle  or  a  loop 
with  no  slackening  of  the  motion  of  the  pen. 

Then,  when  the  modifying  powers  and  the  combining  powers 
both  unite  in  the  same  word,  the  effect  is  still  more  marvelous.  T, 
p,  k,  etc.,  become  st,  sp,  sk,  etc..  xtr,  spr,  skr,  etc.,  i>sl.  r>»p,  nnk,  etc., 
nstr,  nspr,  nskr,  etc.,  dsp,  risk,  etc.,  dxpr,  tlskr,  etc.,  ndxp,  ndsk,  etc., 
and  ndt>pr,  ndskr,  etc.,  by  regular  alphabetic  combinations  with 
scarcely  any  loss  either  in  time,  effort,  or  space  required.  Thus  it 
becomes  possible  to  write  such  words  as  screams,  untrue,  untried, 
encrust,  entrust,  unscrewed,  ingiained,  diffused,  indisposed,  inspirit!  inn, 
different,  indifferent,  insufficient,  etc.,  with  perfect  legibility,  and 
with  a  motion  no  greater  than  that  required  for  little  e  in  long-hand. 

AVhen  such  powers  reside  in  the  alphabet  itself,  what  need  have 
we  of  50,000  word-signs  and  a  multitude  of  arbitrary  contracting 
principles  ? 

THE    SYSTEM    THE    WORLD    HAS    KEEN    DEMANDING 

has  been  outlined  as  follows  by  eminent  writers  who  have  given 
years  of  study  to  the  subject  of  shorthand. 

One  says :  "What  the  world  is  demanding  to-day  is  a  system 
that  can  be  easily  l«/rn<d,  is  as  legible  us  print,  and  cau  be  written 
rapidly.  Illegibility  has  been  the  most  glaring  defect  of  all  our 
systems  of  shorthand  writing." 

Another  says:  "I  maintain  that  no  system  can  be  legible  that 
does  not  either  insert  or  indicate  the  vowel  in  its  exact  position  in 
every  word." 

Another  argues :  "The  act  of  pen-lifting  is  quite  complex.  In 
addition  to  lifting  the  pen,  moving  it  along  a  little  space,  and  re- 
applying  it  to  the  paper,  there  are  the  mental  acts  of  ending  one 
word  and  beginning  another.  Of  course,  all  these  processes  may 
be  executed  quickly,  but  time  is  time ;  it  is  not  easy  to  estimate  a 
point  like  this,  but  probably  a  pen-lifting  requires  as  much  time  as 
the  writing  of  two  strokes,  possibly  three.  One  pen-lifting,  it  is 
true,  even  estimated  as  above,  does  not  require  much  time,  but 
many  hundreds  or  thousands  occurring  in  close  succession  are  a  very 
serious  drawback.  Hence,  anything  that  reduces  the  number  of 
pen-liftings  is  very  favorable  to  high  speed." 

Still  another  says  of  the  coming  system  :  "All  the  necessary  vowel 


26  THE  TWENTIETH  CENTURY  SHORTHAND. 

sounds  will  be  described  in  their  natural  order  uithont  lifting  the 
pen.  Present  systems  generally  write  the  consonants  first,  and 
afterwards  peg  around  them  the  vowels.  This,  I  think,  is  their 
fundamental  error. " 

"Word-signs  or  grammalogues  will  be  avoided." 

"The  shorthand  alphabet  itself  must  be  short,  so  that  there  would 
not  be  much  need  of  shortening  afterwards." 

And  again  one  says:  "It  does  not  require  great  intelligence  to 
understand  that  the  more  powerful  an  alphabet  is,  the  fewer  abbre 
viations  are  required,  consequently  more  sounds  are  retained,  which 
gives  extra  legibility." 

Such  a  system  in  every  particular  is  here  submitted  to  the  world 
for  approval.  With  positions  eliminated,  dis-joined  dots  and  dashes 
done  away,  pen-lifting  minified,  word  signs  discarded,  confusion 
eradicated,  and  with  all  its  substance  boiled  down  into  a  simple 
alphabet,  this  system  offers  brevity  and  ease  of  execution  for  the 
reporter,  accuracy  for  the  amanuensis,  legibility  for  the  note-taker, 
and  simplicity  and  ease  of  acquirement  for  everybody. 

And  now  the  Twentieth  Century  Shorthand  humbly  asks  the  par- 
don of  its  older  brothers  for  stepping,  though  ever  so  lightly,  upon 
their  toes  in  its  endeavor  to  obtain  a  foothold  in  the  world,  and 
hopes  that  these  older  brothers  will  be  equally  gentle  when  they 
come  to  return  the  compliment  by  pulling  the  ears  and  twisting  the 
nose  of  the  Twentieth  Century. 


THE  TWENTIETH   CENTURY  SHORTHAND. 

GUt  AT3ET3 

READING  AND  WRITING  LESSONS. 

A  Complete  Series  of  Twenty-four  Progressive 

Lessons,  with  Explanatory  References  to 

the  Compendium  of  Instructions. 

ESPECIALLY  ADAPTED  FOR  SELF-INSTRUCTION  OR  MAIL  LESSONS. 


REFERENCES,  Etc. 

Roman  numerals  (I,  II,  III,  etc.),  refer  to  lesson  num- 
bers. Common  Arabic  numerals  (1,  2,  3,  etc.),  refer  to 
lines  of  writing  on  the  shorthand  plates.  Small  figures 
(22,  "B,  etc.)  refer  to  explanatory  articles  in  the  Compen- 
dium of  Instructions,  beginning  on  page  78. 

Words  joined  by  the  hyphen  may  be  written  con- 
nectedly if  desired.  A  word  in  parenthesis  is  not 
written  separately  on  the  shorthand  plate,  its  outline 
being  the  same  as  the  word  preceding.  In  such,  the 
exact  sound  of  the  vowel  may  be  marked  when  de- 
sirable, to  distinguish  the  two  words  from  each  other. 


Before  entering  upon  these  lessons,  the  student  is  urged  to  read 
the  foregoing  introduction,  which  contains  an  explanation  of  the 
basis  and  general  plan  of  the  system,  not  elsewhere  to  be  found  in 
the  book. 

"Be  read}-  always  to  give  an  answer  to  every  man  that  asketh 
you  a  reason  of  the  hope  that  is  in  you." — Bible. 
2 


28 


THE  TWENTIETH   CENTURY   SHORTHAND. 


.  ^ft\tec\,O ;  uevexsc,  O. 


«=>KY.          Y.    x    ^.  sy-\TKt. 

\      \       ^  \ 


PRELIMINARY  SUGGESTIONS.  29 

The  Alphabet  need  not  be  learned  at  a  single  sitting.  It  is 
better  to  take  it  up  in  parts  as  is  done  in  the  lessons  which  follow. 
The  Chart  on  the  opposite  page  is  for  reference  only,  and  a  book 
mark  placed  here  will  lie  serviceable. 

Material.  Use  a  flexible  steel  pen  of  medium  fineness  and  a 
good  quality  of  ruled  paper  with  a  smooth  surface.  If  a  pencil  is 
insisted  upon,  use  a  Xo.  2  or  2A  upon  unsi/ed  paper.  As  steel  pens 
will  corrode,  they  should  be  replaced  often.  Gold  pens,  if  used, 
should  be  carefully  selected  with  reference  to  fineness  and  elasticity. 

Position  at  Desk.  For  the  sake  of  health,  as  well  as  ap- 
pearance, sit  erect.  Face  the  desk  squarely,  slightly  bracing  the 
head  and  shoulders  with  the  left  arm  so  that  the  action  of  the  right 
arm  may  be  free.  » 

Position  of  Pen.  Grasping  the  pen  lightly  in  the  usual  man- 
ner, roll  the  hand  outward  till  a  shaded  line  can  easily  be  drawn 
hori/.ontally  from  left  to  right.  Some  will  prefer  to  let  the  holder 
pass  between  the  lirst  and  second  linger.  In  either  position,  place 
the  end  of  the  thumb  so  that  the  holder  can  be  rolled  lightly  between 
it  and  the  first  linger. 

Rending  and  Writing'  ISxercises  are  placed  on  opposite 
pages,  and  contain  the  same  wording,  with  lines  numbered  for  con- 
venience of  reference,  thus  placing  aid  within  easy  reach  of  the 
student  without  a  teacher.  The  privilege  of  using  one  as  a  key  to 
the  other,  however,  should  not  be  abused,  and  ought  never  to  take 
the  place  of  looking  up  all  the  references  and  studying  underlying 
principles,  as  explained  in  the  Compendium  of  Instructions  follow- 
ing the  less. uis. 

Speed  should  be  cultivated  from  the  start,  though  not  at  the 
expense  of  legibility.  Avoid  (?r<tyyi/<r/  the  pen  laboriously,  but 
move  from  end  to  end  of  a  stroke  with  a  light,  brisk  motion. 

Method  of  Stlldy.  (1)  Read  the  shorthand  lesson,  with  the 
aid  of  the  long-hand  on  the  facing  page,  studying  carefully  all  the 
references  given.  (2)  Write  the  exercise  independently  and  com- 
pare with  the  shorthand  plate  for  correction  of  errors.  (3)  Read 
your  own  writing  independently.  (4)  Re-write  and  re-read  till  both 
can  be  done  without  hesitation.  (5)  If  convenient,  have  the  lesson 
dictated  to  you  as  a  speed  exercise,  after  which  read  your  "speed 
writing,"  remembering  that  if  it  is  not  legible  it  is  worthless. 


30 


THE  TWENTIETH   CENTURY   SHOKTHAND. 


GRADED   LESSONS.  31 


I.      VOWELS    WITH    R    AND    L. 

In  preparation  for  the  first  writing  lesson,  read  the  first  forty 
articles  of  the  Compendium  of  Instructions.  Articles  bearing  par- 
ticularly upon  the  lesson  will  be  referred  to  in  the  lesson  itself,  and 
should  then  be  carefully  studied  in  their  proper  connection. 

Write : 

1.  A43,   E,   I,    Aw42,    (oy,   ow),  O,   U38,  O,    I,    U,  E, 
I-owe-you39. 

2.  Are28,  all,  ray2'",  rare44,  rear,  rye,  raw,  (Roy,  row), 
row,  roar,  rue,  air,  ear,  (ere,  e'er). 

3.  Ire,    our,  or,   (oar,  o'er),  your,  lay,  lea,  lie,  law, 
low,  lieu,  Lisle40,  loll19,  lull. 

4.  Ale,  (ail),  eel,  ill,  (I'll),  oil,  owl,  you'll,  rail,  reel, 
rill,  roll,  rule. 

5.  Layer30,  lear,  lyre,  (liar),  lower30,  (lore),  lure,  royal, 
loyal,  array,  arrow,  Ira. 

6.  Ora,  Era,  Ola,  Ella40,  Elali,  Lela. 

7.  Lola,  Lula,  Rollo,  Rilla,  Lura,  Laura,  allure. 

8.  Area,  Uriah,  oriole,  are-you,  you-are,  your-ear. 

9.  Your-eye,  I-lay,   I-lie,  a-lie,    awry,  a-rule,   a-liar, 
a-law. 

10.  Allow41,   alloy,   a-row,    Leroy,   Oh-Eli,    you-reel, 
you're-ill. 

11.  You-roll-your-eye,   you're-a-liar,    a-royal-heir,   a- 
raw-eel,  a-rare-ale. 

12.  You  or  I.     Are-you  all  ill?    I'll  row-you  o'er. 
Are-you-a-rower. 


NOTE. — The  first  few  lessons  fall  far  short  of  exhibiting  the 
average  brevity  of  the  system,  inasmuch  as  they  deal  with  t he- 
largest  characters  in  the  alphabet,  entirely  unaided  by  the  so-called 
"Consonant  Powers."  These  begin  to  appear  in  the  fifth  lesson, 
and  in  the  tenth  reach  a  degree  of  brevity  which  ought  to  satisfy 
the  demands  of  the  most  exacting. 


32 


THE   TWENTIETH    CENTURY   SHORTHAND. 


GRADED    LESSONS.  33 

ii.    K,  G,  p,  AND  B- 

(Compendium,  Art.  0-12,  17-18,  45-51.) 
Write : 

I.  Be32, 34,  M,  cake33,  key,  kick,  calk,  Coe,  coke,  cue4", 
(coo),  cook,  gay,  gag. 

L\  Guy,  gig,  go,  pay,  (pa),  peep,  pie,  pipe,  paw,  Poe, 
pop,  Pope,  pew,  pup,  bay,  by,  bow,  beau. 

3.  Ache,  eke,  Ike,  awk,  oak,  egg,  ape,  Abe,  ebb,  up, 
cap,  cape. 

4.  Keep,  kip,  cop,  (cope),  coop,  cup,  gap,  gab,  pack, 
pique,  pick,  pike,  poke,  Puck. 

5.  Peg,  pig,  pug,  back,  bake,  bag,  beg,  big,  bog,  bug, 
book. 

6.  Papa49,  cuckoo,  pica60,  polka. 

7.  Epic,  epoch,  kickapoo,  bugaboo,  rake,  rack,  wreck, 
rock. 

8.  Rook,  rag,  rig,  rug,  wrap,  rip,  ripe,  rib,  rob,  robe, 
rub,  lack,  lake,  lag. 

'.).  Leek,  lick,  like,  log,  lock,  lug,  luck,  look,  lap,  lip, 
lobe,  lope,  loop,  care,  kill. 

10.  Call,  coal,  cure,  cool,  gale,  gore,  gull,  pale,  pill, 
power30,  Paul,  pure,  poor,  bail. 

II.  Ball,  boil,  bowl,  buyer,  bower,  occur,  elope,  alack, 
alike,  Caleb,  gallop. 

li'.  Epicure,  Apollo,  peekaboo  !  are-you-Ira-Cole  ? 
Oh-you-rogue22,  go-back !  39 


XOTE. — It  is  not  wise  for  the  beginner  to  confuse,  and  perhaps 
discourage  himself,  by  meddling  with  advance  lessons  before  mas- 
tering, thoroughly,  the  one  at  hand.  It  is  equally  unprofitable  to 
spend  time  in  attempting  to  write  miscellaneous  sentences  before 
learning  all  the  principles  of  the  system.  The  student  may,  how- 
ever, make  use  of  any  word  found  in  the  General  Chart  (page  28), 
in  connection  with  such  words  as  have  already  been  treated  in  past 
less. ins  ;  and  sentences  constructed  from  these  will  make  legitimate 
and  profitable  practice. 


34 


THE  TWENTIETH   CENTUBY   SHORTHAND. 


GRADED  LESSONS.  35 


III.      W,  WH,   Gil,  J,   H,   Y,   RL,   AND 

(Compendium,  Art.  17,  18,  48,  52-57.} 
AVritc  : 

I.  We53,   each,   were,   (vve-are),  will,  (well,  we-will), 
where,  which57,  I'll  (I-  will). 

i.  Way",  whey,  why60,  woe,  whoa,  woo,  whew,  jay, 
jaw,  Joe,  Jew,  chew,  age,  edge. 

•'!.  Etch,  itch,  wage,  watch,  wedge,  witch,  whack,  wake, 
walk,  weak,  wick,  woke,  wag. 

4.  Wig,  weep,  web,  wipe,  wear,  war,  wire,  wore,  wail, 
wall,  weal,  wool,  while. 

5.  Chop,  cheap,  chip,  chub,  chap,  cheek,  check,  chick, 
chuck,  chug,  choke,  Jake,  Jack. 

I!.  Jag,  jig,  joke,  jog,  Job,  job,  jug,  Whig,  whip,  rage, 
ridge,  ledge,  rich,  latch. 

7.  Lodge,  catch,  patch,  budge,  peach,  pitch,  batch, 
Jacob,  catch-up,  lock-up60. 

8.  He52,  her,  (here),  ye,  year,  hay65,  high,  hoe,  who, 
hare,  hale,  hall,  (hoyle,  howl),  hole. 

!».  Heel,  hell,  hill,  hire,  (higher)  hull,  (who'll,  who-will) 
yea,  yell,  ah,  eh,  ha-ha50,  ho-ho. 

10.  Harrow,  hero,  halo,  hollow,  yellow,  hack,  hook, 
hatch,  hitch,  hedge,  hip,  hop,  hope. 

II.  CarP6,  curl,  color,  churl,  girl",  whirl,  oral,  coral, 
barrel. 

12.  Where  are-you  ?  Here  we-are.  Who'll  row? 
We'll  all  go.  Oh-Carl,  why-will-you-wear-your  high 
collar  ? 

2* 


36 


THE  TWENTIETH   CENTTJBY   SHORTHAND. 


GKADED    LESSONS.  37 


IV.      CONSONANT   GROUPS   WITH    R,   L, 
W,   ANQ   J. 


Write  : 

I.  Acre22,  eager" V  eagle,  kicker,  giggle. 

•2.  Giggler50,  ochre,  ogre,  cockle,  goggle,  able,  abler, 
paper,  people,  chibble,  robber,  hobble,  gobble,  gobbler, 
rubber. 

3.  Rabble,  lubber,  badger,  richer,  ledger,  you-were, 
.we-were",  oh-where,  go-where,  a-will. 

4.  Repay32,   recall,    recoil,    regale35,   regal,   reweigh, 
pray5",  break,  prayer,  preach,  brick,  pry. 

5.  Prow,    prowl,    broke,    black,    bleak,    blear,   blow, 
blue,  blubber,  clue,  glue,  cloy,  glare,  glow. 

li.  Were-you,  were-I,  where-are52,  wher'er,  will-yon, 
will-I,  ark™,  park,  bark,  hark,  lark,  chirp. 

7.  Harp,  work,   bulk,    hulk,  here-you-are,  here-I-go, 
birch62,  lurch,  belch,  perch,  bulge. 

8.  Gulch,  large,  barge,  queer23,  choir",  quack,  quake, 
quail,  quill,  quarrel,  quibble,  quibbler,  quick. 

!).  Carry60,  berry,  Perry,  glory,  holy,  Polly,  jolly, 
cherry,  Jerry,  chilly,  barley,  Charlie. 

10.  Curly56,  Ellery,  early"',  pearly,  poorly,  rarely, 
queerly,  eagerly,  properly. 

I 1 .  Hickory,  Higley,  Bagley,  peppery,  liberally,  cab- 
bage, herbage,  garbage,  abjure,  I'll-be. 

12.  A  prickly  pear.  I  hear-a  whip-poor-will.  Go 
hear  our  popular  preacher.  Glory  hallelujah  ! 


449444 


38 


THE   TWENTIETH   CENTURY   SHORTHAND. 


s_a__-_^X 


GRADED   LESSONS.  39 


V.      VOWELS   WITrf   S,   Z,   AjJl)    SH. 

(Compendium,  Art.  15,  16,  37,  63-70.) 
Write : 

1.  Is2"1  62  (as,  us),  say68,  see,  sigh22,  saw,  so,  sue70. 

2.  Ace,  ease,  eyes,  owes,  use,  shake,  shell,  sheep,  ship, 
pshaw,  shawl,  show,  shop,  shock,  shoe,  shook. 

3.  Ash,  hash,  cash,  crash,  hush,  rush,  rash,  crush, 
plush,  wash,  boyish69,  Josh. 

-i.  Sash,  seize67,  size,  saws,  sews,  sues,  sake,  (sack), 
seek,  sick,  soak,  sag,  sap,  sip,  sop. 

5.  Sup,  soup,  sage,  case,  guess,  (geese),  kiss,  goes, 
goose,  pass,  pace,  (pays),  peace,  pies,  pause,  pose. 

<i.  Base,  bees,  boughs,  (boys),  boss,  (beaux),  bus, 
chase,  chess,  cheese,  chose,  choose,  choice,  joys,  Jews, 
(juice),  woes. 

7.  Race,   rise,   rose,   lace,   lease,    loss,   loose,    (lose), 
sailor56,  cellar,  (seller),  solar,  sorrel,  ask,  husk. 

8.  Asp,    wasp,    loser,    pacer,    (passer),   alas,   arose, 
(arrows),  oppose,  (XIV,  1),  eraser,  arise,  arouse. 

1).  Class,  place,  bless,  price,  bliss,  grass,  grouse, 
cruise,  clause,  silk,  search,  surge. 

10.  Ezra,  Esau,  Jesus,  Susie,  Sarah,  hustle,  castle, 
casually. 

11.  Sugar,    surely66,  (surly),  release,    relish,    sorely, 
celery,  salary,  soluble,  salable,  soberly59. 

12.  I-saw  Esau  kiss  Susie.     You-say  you-saw  also28. 
Oh-bless-you-yes  ;  boys-will-be-boys27. 


40  THE  TWENTIETH   CENTURY  SHORTHAND. 

2£ 

— =•«= 


GRADED    LESSONS.  41 

VI,      CONSONANT     GROUPS     WITrf 
S,    Z,    AND    SH. 

(Compendium,  Art.  71  to  ?'<'.) 
Write : 

1.  Sir28,  shall,  was53,  such,  she52,  his,  (has,  he-is),  yes. 

2.  Slay73,  slab,  slap,  slack,  slip,  slope,  sky49,  scare, 
(scar),  scarce. 

3.  Skull,  skill,  school,  space,  spare,  (spar),  spill,  spoil, 
spool,  spike,  speak,  spoke,  spake. 

4.  Sway74,  swear,  swell,  switch,  swagger,  screw,  scribe, 
scribble,  scribbler,  scrawl,  scroll,  screech,  spry. 

5.  Sprig,  scrub,  spray,  splash,  splurge,  spree,  ax23>  ia8, 
ox,  eggs,  looks. 

6.  Books,  lacks'",  lakes,   bricks,  Briggs,  box,  rocks, 
rugs,  wraps,  ribs,  ropes73,  robes,  rubbers. 

7.  Robbers,  cubs,  sprigs,  bugs,  larks,  orbs,  whelps, 
calls,  cares,  (cars),  glories76,  (glorious). 

8.  Beggars,  berries,  cherries,    Hesperus,   asparagus, 
special,  especially  (XIV,  3). 

9.  I-shall-be,  you-shall-be,  we-shall-be,  who-shall-be, 
he-shall-be,  yes-sir,  I-was,  he-was,  she-was,  such-a,  such- 
as,  he  has,  she  has. 

10.  House,  houses74,  ceases,  sisses,  sizes,  roses,  uses, 
spaces,  pleases,  cases79,  horses,  pulses,  Susie's. 

11.  All-is-well.     A-solar  eclipse30.     Who  relishes  sour 
hash  '?    He  whose  choice-is-such.     Here  is-a  supply. 

12.  How-shall-we  escape  ?      How-will-you    propose  ? 
By  ill  luck  she  broke  all  her  bric-a-brac. 


42 


THE   TWENTIETH   CENTURY   SHORTHAND. 


GRADED   LESSONS.  43 

VII.       VOWELS   WITtf   J4,   M,    F,   ANF)   V. 

(Compendium,  Art.  77  to  82.) 
Write  ; 

1.  Any3',  anyone,  if2",  of,  for,  have,  come,  (came). 

2.  An"1",  am,  e'en,  in,  I'm,  on,  (own),  rain,  ran,  ream, 
rim,  rhyme,  Rome,  room,  (rum),  run,  lame,  (lamb). 

3.  Lean,  lime,  (limb),  line,  (Lynn),  loan,  loam,  loom, 
runner,    lamer,    rumor,    owner,    (honor),    can,    (cane), 
keen,  gun,  kin,  (kine),  cone. 

4.  Gone,  ink,  rink,  kink78,  king,  ring,  link,  wrinkle, 
wrangle,  lank,  lung,  canker,  conquer,  uncle,  linger. 

5.  Wine,  whine,  won,  (one),  wing,  wink,  winker,  when, 
nay78,  may,  me,  my,  no,  (know),  gnaw,  new,  (knew). 

6.  Near,  mile,  (mill),  mole,  mule,  kneel,  mire,  Nellie, 
Mollie,  make,  meek,  Mike,  nigger,  nickle,  knuckle. 

7.  Miller,  Muller,  Mary,  marry,  merry,  ruin,   Nora, 
mica,  Milo,  Murillo. 

8.  Mackerel"9,  millinery,  if (linel).,  of,  rave"2,  river,  love, 
live,  life,  laugh,  leaf,  pave,  beef. 

9.  Baffle,  ever,  every,  over,  evil,  oval,  awful,  lively, 
lovely,  fee,  vie,  fie,  vile,  fill,  four,  folly. 

10.  Few,  fair,  fear,  fire,  fur,  fewer,  fail,  vale,  feel,  full, 
(fool),  fully,  fiery,  Faber. 

11.  .  Fable,  feeble,  foible,  fairly,  foolery,  fabric,  fool- 
ish, fellow,  fellowship"1,  above80,  follow. 

12.  Fabulous,  Africa,   life-long,    live-long,    Buffalo. 
Now  chum,  come-along-home.. 

(Begin  "home  "—the  last  word— with  the  H-tick,  which  does  not  appear  distinctly  upon  the  plate  ) 


44 


THE   TWENTIETH    CENTURY   SHOKTHAND. 


GRADED   LESSONS.  45 


VIII.     N,  M,  F,  AND  V,— Continued. 

(Compendium,  Art.  S3  to  90.) 
Write : 

I.  Lamp79,  Lam  per,   ample,   amply,  limber,  lumber, 
chime. 

•2.  Jim,  jam,  gem",  chamber,  jumble,  jump,  give,  cave, 
gave,  giver,  cuff,  cove,  Goff. 

.'5.  Cover,  gavel,  cavil4",  wave,  waver,  weave,  weaver. 
weavil,  wife"",  wove,  woof,  bill-of-fare. 

4.  Pen"3,  penny,  bone,  bun,  pun,  pine,  bonny,  (bony), 
puny,  pang,  bank,  cumber,  camp. 

5.  Chink",    change24,    chunk,    John,    June,    jangle, 
jungle,  jingle,  whimper,  Wemple,  we-may,  much. 

0.     Nine"6' *',  noun,  known,  none.  Nina,  Xona,  nunnery. 

7.  Man,  ma'am,  mean**,   (men),  mine,  moan,  moon, 
manner,  remain,  minor,  Minnie,  Monroe. 

8.  Manly,  namely,  woman,  knave,  never,  knife,  muff, 
(move),  muffle,  muffler,  connive,  vain,  fan. 

0.  Fenner,  Vennor"8,  fine,  vine,  fun,  funnel,  funnily, 
fang,  fungus,  finish,  oven89,  Avon. 

10.  Even,  heaven,  leaven,  eleven,  riven,  five,  fever, 
favor,  Neville*'1'  CJO,  venue,  nephew. 

II.  Unfair,  unveil,  fame,  family,  famine,  fume,  monk, 
'mong,  mangle,  mink,  monarch. 

1-2.  Vim,  fife,  perfumery104,  free00,  flee,  fly,  Frank, 
from,  carve,  unwise,  (XI,  10),  unwelcome,  evermore, 
Livermore. 


46 


THE  TWENTIETH   CENTURY  SHORTHAND. 


jiAiA'K  \*.u-*'.^f-^  \-T»''.,>  4  «;viM  •  1 1  M  '. *  •;  "W4-i«»  i-i«3n.\^»'i.m.A'.'i\H  D.iii'i .  U 


GRADED   LESSONS.  47 

IX.      VOWELS   CURVED   AND   SrfAI)EI). 

(Compendium,  Art.  91  to  93.) 
Write  : 

I.  Same66-  "• 78,  (Sam),  sane,  seem,  seen. 

•2.  Sign,  (sin),  sown,  soon,  (sun),  some,  shame,  (sham), 
save,  shave,  safe,  sieve,  savor,  several,  snail9',  smile. 

3.  Smoke,  smack,  seemly,  sink,  sank,  sing,  sang,  sung, 
sinner,  sinker,  singer,  sooner,  simper,  simple,  symbol, 
simply. 

4.  Sun-rise,  Samuel,  safely,  saffron,  singl}*,  snugly, 
smoker,  smuggle,  smuggler,  niece,  nice,  gnaws. 

5.  Knows,  (nose),  news,  (noose),  Miss,  (mice),  muse, 
(muss),  face,  vase,  fees,  vice,  voice,  foes,  fuse,  (fuss), 
views,  reviews,  chimes. 

G.  James9".  Jones84,  (John's),  ocean93,  ration,  lotion, 
Goshen,  elation,  illusion,  abolition,  operation,  oppression, 
corrosion. 

7.  Oration,  apparition,  fashion,  vision,  evasion,  mo- 
tion, nation,  national,  notion,  notional.        • 

8.  Misses68,   Mrs.143,   muses,    Moses,   prince,    prance, 
prunes,  glance,  clowns,  cleaves,  cliffs,  cloves,  gloves. 

9.  Cessation,  secession,  provisional39,  professionally, 
provincial,  procession74,  possession,  position,  opposition. 

10.  Corrosive93,  evasive,  abusive,   pervasive,  permis- 
sion, vacation,  vocation,  avocation. 

II.  Separation,30,  sesame,  insane,   mention,  unseen, 
machine,  mission,  omission. 

12.  Missionary,  machinery35,  chasm,  prism,  Mormon- 
ism.  Cousin,  shall-I  show-you  my  lesson  ? 

RELATIVE   ORDER   OF   POWERS. 

Shade,     lenirth.     curve,     VOWEL,     curve,     length,     shade. 

S  T  N  NTS 

(For  lengths,  nee  next  lesson.) 


48 


THE   TWENTIETH   CENTURY   SHORTHAND. 


GKADED   LESSONS.  '  49 


X.      VOWELS  WITH   T,   I),  AND   TH. 

(Compendium,  Art.  94  to  98.) 
Write: 

(1)  To",  do,  the,  with,  to-the,  docs,  this,  (these),  this- 
is.  (-2)  At*4-  "',  (ate,  eight,  aid,  add),  it,  (I'd),  eat,  (Ed), 
odd,  (oat,  owed,  oath),  you'd,  (youth),  they,  (day),  thy, 
(tie,  die),  thou,  (thaw),  though,  (toe,  dough),  that'",  date, 
deed,  (dead,  debt,  death,  teeth),  tight,  (did.  died,  tied, 
tithe).  (:>)  Taught,  (thought,  doubt),  dot,  (dote,  toad), 
dude,  (tooth,  toot,  doth,  thud),  sat,  (sad),  seat,  (seed, 
said),  sit,  (sight,  sighed,  side),  sought,  (sawed),  sewed, 
(sot,  sod),  should,  (shut,  shoot),  and,  (ant,  aunt),  end, 
need7",  (Ned,  net),  nut,  (nude),  night,  (knit),  naught,  not, 
(note,  nod),  might,  ('mid),  mud,  made,  (mad).  (4)  Adds. 
its92,  oats,  (odds),  last93,  east,  west,  lost,  lights,  list,  mist, 
(missed),  most,  must,  sand,  send,  sinned,  sound,  stay92, 
stem,  (steam).  (5)  Sty,  sting,  stow,  stone,  stew,  stung, 
stamp,  stumble,  stand,  stunned,  ((>)  Extend,  esteemed, 
timed,  (dimmed),  divide3",  division,  devote,  devotion, 
devotional,  recant3",  canter,  kind,  gaunt,  count,  counter, 
country.  (7)  Penned,  pinned,  bind,  pond,  bond,  put, 
but,  bought,  could,  good,  God,  (got),  get,  water,  (waiter), 
later,  (latter,  ladder,  lather),  little,  leader,  (letter,  leather), 
matter,  metal,  (medal),  mostly.  (8)  Latterly,  batter, 
battery,  scatter,  nettle,  (needle),  nightly,  mightily,  aft, 
after,  fate,  (fat,  fad,  fade,  faith),  fiddle,  Vedder,  feet, 
(fed),  fetter,  (feeder,  feather),  fight,  (fit),  oft,  vote,  food, 
fodder,  fitly.  ('.))  Fast,  mast,  vast,  vest,  nest,  fist,  foster, 
faster,  Mister,  master,  muster,  blister,  bluster,  hast, 
(haste),  hissed,  (hist),  history30,  mystery,  winter,  wander, 
wonder.  (10)  Father,  mother,  sister,  brother,  daughter, 
friend,  grand-mother,  grand-father,  great-aunt,  great- 
great-grand-father.  East  Greenwich",  Rhode-  Island. 
(11)  Into98,  (in-it,  in-the,)  onto,(on-it,  on  -the),  unto,  can- 
not98, of  -it,  (of  -the),  is-it,  to-the,  at-the,  for-the,  with-the, 
to-do,  do-the,  to-us,  with-us,  did97.  What  could  he  do  ? 
What  would  I  do  ?  (12)  Mister  Peter  Skidmore,  Mead- 
ville,  Pa.143  My-dear-sir3-'  :  Yours  of-the  ninth  with 
1  x  »st  al  note  for  two  dollars  is-recei  ved  O.  K.  Ed  Ludwick. 

(The  Th-tick  in  "  that,"  and  the  O-tick  in  "  date,"—  hair  lengths  in  line  2,—  should  be  supplied,  as 
they  are  indistinct  upon  the  plate.) 


50 


THE  TWENTIETH   CENTURY   SHORTHAND. 


GRADED  LESSONS.  51 

XI.      CONSONANT   GROUPS   WITH 
N,   OR   M. 

(Compendium,  Art.  90  to  104.) 
Write  : 

I.  I-can10",  I've-been",  more-than,  liad-done. 

~2.     Taken3",  again,  seeking27,  singing,  ringing,  oaken, 
open,  upon,  you-can,  (Yukon),  who-ean,  he-can,  we-can. 

3.  Talking,  token,  walking,  spoken,  looking,  Eben, 
happen,  Cuban,  pippin,  ripen,  Indian140,  engine101,  teach- 
ing. 

4.  Onion,  pinion,  Kenyon,  amen,  omen,  seaman,  (sea- 
men), penman,  (penmen),  carven,  sylvan,  urn101. 

5.  Elm102,  Elmer,  arm,  armor,  armory,  farm,  farmer, 
fern,  fernery,  Norman. 

(').     Barniun,  Farnham",   eaten,  Eden,  Latin,  laden, 
mourn,  (morn),  mourner,  better-than. 

7.  Less-than,  higher-than,  lower-than,   is-done,  was- 
done,  have-I-done,  have-you-done,  you've-been,  they've- 
been,  we've-been. 

8.  Ile's-been,   has  he-been,    have-you-been,    iiearer- 
than103,  fairer-than,  encase100,  incapable104,  unkind,  un- 
nngainly,  increase,  encrust. 

9.  Engrave,  engraver,  engraven,  incurable,  unpaid, 
impel,  impanel,  imply"0,  implication130,  implicate,  unbind. 

10.  Embalm,  umbrella,  improper,  imperil,  imperial, 
unwise,    (VIII,    12),    unwashed,    unwished-for,    unjust, 
injury,  injuries,  (injurious). 

II.  Monastic,   menagerie,    unfeigned,   environ,    un- 
friendly, enhance,  unhandy,  unholy,  in-their-own-way. 

12.     In-preparation100.      A-man-was  seen  running  in- 
great  haste  with  an  officer  in-hot  pursuit. 


THE  TWENTIETH   CENTURY   SHORTHAND. 


GRADED   LESSONS.  53 

XII.   CONSONANT  GROUPS  WITH 
T,  I),  AND  TH. 

(Compendium,  Art.  105  to  110.} 
Write : 

I.  There"15,    (their,   dear),    still,    Lord,   world,    you- 
eould189. 

_.  Act,  acted105,  apt,  wrapped,  adopt,  adopted,  lacked, 
locked,  looked,  lugged,  kicked. 

3.  Picked,  flapped,  stopped,  snubbed,  dogged,  flogged, 
I -could,  I- would10",   I-should,   we-could52,    wicked,   you- 
could,  yoked,  you-would. 

4.  Art,    artery,    started108,    old,    scolded,    unfolded, 
shoulder,  short,  true,  try,  trump,  trumpery. 

5.  Drink,   drank,    drunk,   armed,    formed,   ailment, 
atonement,  alignment,  endowment. 

<!.  Defend,  defense,  difference,  different,  starved, 
nerved,  served,  servant,  beseeched,  lodged106. 

7.  Aged,  watched,  fidget",  wretched,  trudged,  drench- 
ed, searched,  dwight,  twice100,  twist,  dweller. 

s.  Twine,  (twin),  thwack,  twitch,  twenty,  depend109, 
deplore,  debar,  depart,  depot,  Depew,  depose,  deposit, 
deposition,  decorum. 

'.».  Decorate,  decoration,  degrade,  degradation,  to-be, 
to-buy,  tobacco,  to-go,  to-get,  together,  to-come,  to-cheat, 
to-put. 

K>.  Take-it98  and  keep-it,  kinked,  linked,  longed, 
honored,  farther,  farther-than,  mirth,  mild,  mildew, 
muddled. 

II.  Betray,  to-be  tray,  be- true,  to-be-true,  actor,  act- 
ual110,  actually,  obtrude,  obtrusion,  subtract. 

\-2.  Subterranean,  subterfuge,  temptation.  This-is- 
a  sample  of-the  simple  style-of-the  Twentieth  Century 
Shorthand1", 


54 


THE   TWENTIETH   CENTURY   SHORTHAND. 


Or 


Or 


or 


or  v-  ,  ««>.  cnc 


©— 


,    /£> 


/^  /O  \\A) 


GRADED  LESSONS.  55 

XIII.      FINAL  TEI)  AND   DEI),  Atfl)  REVIEW 
OF   CONSONANT   POWERS. 

(Compendium,   Art.   Ill  to  114-} 
Write : 

I.  Aided1",  (added),  ruled,  (raided),  loaded,  bloated, 
floated,  orated,  created,  ended,  landed. 

-2.  Stated,  studded,  (studied),  effected10',  affected, 
elected. 

3.  Rejected,  lamented9",  tormented1"",  guarded,  halt- 
ed, guilded,  builded,  snorted,  welded,  molded,  folded, 
intended,   founded. 

4.  Demanded,    divided,    devoted,   splendid30,    I-did, 
you-did,   belated,   (bladed),  indeed,  defended,  granted, 
grounded,   permitted,  promoted. 

5.  Strew,  strung. 

(').  Unstrung112,  untrue,,  untried,  entreat,  entrust, 
interest. 

7.  Inscribe,  inscription,  describe,  description,  inde- 
scribable, inspire,  inspiration,  dependent,  independent, 
indispensable"14,  display,  improve,  (in-proof),  improve- 
ment, improperly. 

S.  Shorten,  golden,  garden,  Trojan,  trudging10",  strike, 
strict,  Strickland,  (XXIII,  12),  trinket,  trumpet,  intrench, 
intervene,  find,  (fined),  refined,  unrefined. 

!».  Kingdom"9'  ll2,  dukedom,  underrate147,  instrumen- 
tal113, unhurt,  (unheard),  unheard-of,  inured,  enthrone, 
defendant,  indite,  (indict). 

10.  Trespasses,  trainman,  Truman,  unscrew,  insub- 
ordinate, insubordination,  suffice,  sufficient113,  insuffi- 
cient'"', indifferent,  indefatigable. 

II.  In-defense1"0,  portion"4,  emulsion,  mention,  pre- 
vention,   proportion,    insurrection,   (XVII,  7),  auction, 
option,  against"2. 

12.  Vexed,  perplexed104,  proportionately,  indescrib- 
ably, in-desperation,  indefatigably,  Atlantic,  Pacific. 
Isn't  this  fully  sufficient? 

(Supply  the  lirst  part  of  Ihe  stroke  for  at  in  "affected,"  line  2,  which  is  indistinct  upon  the 
plate) 


56 


THE   TWENTIETH   CENTUKY   SHORTHAND. 


GKADED    LESSONS.  57 


XIV.      THE    SYLLABLE   PRINCIPLE, 
NUMERALS. 

(Compendium,  Aft.  n~>  t»  iw.) 
Write  : 

1.  Occasion"1,  access,  accord,  oppose,  (V,  8),  betake. 

2.  rnaided,    enable,    (unable),    immense,   immortal, 
immovable,   efface,  affection,   Te-l)eum,  deodorize,  de- 

ceive,! henry1". 

:}.  Thoerem,  essence,  essential,  especially,  (VI,  8), 
leaky,  happy,  baby,  logy,  fogy. 

4.     Amy,  honey,  gravy,  coffee,  glassy. 

•">.  La/y,  lady,  pony,  Deity14",  laity,  lenity,  levity, 
vanity,  humanity,  sanity. 

6.  Parody,    immensity,     morality,    instrumentality, 
regularity,  inability,    polity,    polarity,    popularity,   for- 
mality,  brutality. 

7.  Teetotaler,  temerity,  mortality,  immortality,  util- 
ity, futility,  fertility,  anarchy111'',  monarchy,  oligarchy. 

s.  Theology,  geology,  biology,  zoology,  philology,  an- 
thropology, analogy,  mineralogy,  if-there-be",  it'l-be, 
(it-will-be),  theological,  geological. 

'.».  Sunday,  .Monday,  Tuesday,  Wednesday,  Thursday, 
Friday,  Saturday,  yesterday,  to-day,  to-morrow. 

10   \   I117'  "',    2,  "  3,       4,      5,      6,      7,      8,      0,      10, 

'  I  1st,        2nd,  3rd,  4th,  oth,  6th,  7th,  8th,  9th,  10th, 
i'<)115,  :}<),      40,      50,      60,      70, 
2oth,  :5()th,  40th,  50th,  GOth,  70th. 

n  j    80,      90, 

11  "(  sotli,  Doth.   100.  JOO,  300,  400,  500,  600,  700,  800, 
900,    KHIO.   i>o(M),  4000,  6000,  7000,   9000,  10,000,  20,000, 


IL>.  loo.ooii,  :)0(),000,  500,000,  1-million,  2-million,  3- 
million,  (io-million,  fifty-times,  3,200,  1,800,  forty-dollars, 
eight-cents,  twenty  per-cent. 


58 


THE  TWENTIETH   CENTUBY   SHOBTHAND. 


GKADED   LESSONS.  59 


XV.      COM,   CON,   COG,   AND 

(Compendium,  Art.  1^0  to  1,.'4.) 

Write  : 

(1)  Command121,  connive,  cognomen,  countermand1  J. 
(-2)  Commence,  commune,  compel,  compile,  commend, 
commendation,  consume,  connect,  connection,  convene. 
(:>)  Convention,  conceit,  console,  cognizant,  cognate, 
recommend124,  recommendation,  recompense,  reconnoiter, 
reconsider,  recognize,  recognition,  circumvent71,  circum- 
scribe. (4)  Circumstance,  circumference,  unconsumed, 
unconditional,  unconsolable,  inconsistent,  inconceivable, 
incongruous",  incomparable,  (o)  Incomplete,  in-com- 
motioii""1,  in-connectiou,  in-command,  in-communion, 
incognito,  un  recommended,  unreconciled,  irreconcila- 
ble, unrecompensed,  unrecognized,  irrecognizable,  non- 
committal, discompose.  (G)  Decompose,  disconnect,  dis- 
continue, misconstrue,  misconduct,  preconceive,  compre- 
hend, comprehensive,  comprehension,  compliment.  (7) 
Complimentary,  uncomplimentary,  controversy,  contra- 
dict, contradiction,  counteract,  incontrovertible,  uncon- 
Iradicted,  intercommunication,  (XIII,  0),  transcontinen- 
tal. (8)  Commemoration,  in-commemoration,  congrega- 
tion, congregational,  Congregationalist,  concur,  conquer, 
unconquerable.  (9)  Congratulate,  congratulation,  coun- 
ter-current, counter-check,  aconite,  accomplish,  accom- 
pany, accompaniment.  (10)  Unaccompanied,  ex-con- 
sul""' "',  ex-commander,  excommunication,  concomitant, 
concomitance,  continuity,  contiguity,  condescend,  con- 
descension, condiment.  (11)  Self-command,  self-con- 
tained, self-control,  constitutionally,  unconstitutional, 
consecrate,  consecration,  consequence,  consequently, 
consequential.  (1-)  In-consequence,  sub-committee, 
sub-contract,  comprehensively,  incomprehensible,  in- 
comprehensibility. Commended  to-your  consideration. 
Conquer  and  command. 


GO 


THE   TWENTIETH   CENTUBY  SHOKTHAND. 


GRADED   LESSONS.  61 

XVI.      ING    AtfO    TIVE. 

(Compendium,  Art.  125  to  127.) 
Write : 

(1)  Saying,  sayings,  tramping"10'  "6,  smoking,  mock- 
ings.  (2)  Plaj'ing,  going,  sowing,  wooing,  bowing,  plow- 
ing, growing,  snowing,  trying,  (drying),  relying,  betray- 
ing, hearing,  doing,  doings,  being,  beings,  willing.  (3) 
Having,  coming,  stilling,  aching,  making,  raking,  baking, 
hoping,  (hopping),  milking,  marking,  sparking,  stepping, 
(steeping).  (4)  Moping,  rapping,  curving,  carving, 
curbing,  airing,  daring,  (tearing),  caring,  calling,  cool- 
ing, (culling).  (5)  Failing,  fooling,  feeling,  snoring, 
learning,  morning,  starting,  melting,  holding,  scolding, 
molding,  chilling,  fixing12*1  1<4,  boxing.  (0)  Sparkling, 
trifling,  trembling,  wrangling,  aiding,  (adding),  eating, 
sending,  ending,  counting,  panting,  retreating,  recant- 
ing, recounting,  commending,  commanding.  (7)  Meet- 
ings, partings,  feelings,  filings,  failings,  darlings,  wrang- 
lings,  readings,  writings,  savings,  siftings.  (8)  Know- 
ingly, feelingly,  willingly,  chillingly,  boastingly,  taunt- 
ingly, daringly,  lovingly,  laughingly,  waving-the,  sitting- 
there,  reading-this.  (9)  Feelingless,  meaningless,  eat- 
ing-less, reading-less,  saying-less,  sewing-less,  Washing- 
ton", Coddington,  Wellington,  Worthington,  Wilming- 
ton, Carrington.  (10)  Native1'27'  1IS,  natives,  nativity, 
festive,  festivities,  festively,  motive.  (11)  Motiveless, 
active,  activity,  actively,  plaintiff,  (plaintive),  operative, 
cooperative,  talkative,  objective,  indicative,  nomina- 
tive8", defective.  (12)  Negative,  affirmative,  positive, 
comparative,  superlative,  derivative,  copulative,  accum- 
mulative,  cultivation,  respective,  respectively. 


62 


THE   TWENTIETH   CENTURY   SHORTHAND. 


GRADED   LESSONS.  63 


XVII.      EX,   AX,   CATION, 

AND    PLICATION- 

(Compendium,  Art.  l^S  to  131.) 
Write : 

I.  Exist",   expend104,  inexpensive,  exhort,  exhorter, 
exhortation. 

•2.  Excess,  (access),  excise,  exactly,  executive,  exer- 
cise, except,  accept131,  exception,  acceptation. 

.'5.  Exhume,  ax,  axes,  (axis),  necks,  next,  annexed, 
annexation,  vexation,  expand,  expansion,  export. 

4.  Exportation,  extend,  extensive,  extension,  Texas, 
text,  taxed,  taxes,  foxes. 

5.  Mixes,  boxes,  examine,  examination,  explain,  ex- 
planation, unexplained,  express,  expressed,  inexpressi- 
ble, extirpate,  extra-line. 

•  i.  Baxter,  Dexter,  texture,  mixture,  fixed,  fixture189, 
re-examine,  cross-examination,  in-excess9"1  I0°. 

7.  Exodus,  exotic,  axle,  blacksmith,  attraction,  sub- 
traction, reduction,  action,  actions,  fiction. 

(S.  Fractious,  inflections,  reflections,  affliction,  affec- 
tion, affectionate,  affectionately,  axletree,  exultation. 

<).     Vacation130. 

10.  Educational,  vocation,  avocation,  defalcation,  dei- 
fication, jollification,  fortification,  justification. 

II.  Application,  amplification,  multiplication,  mysti- 
fication, complications,  supplication,  qualifications,  mod- 
ification, verification,  sanctification,  purification,  glori- 
fication. 

12.  Ratification,  gratification,  notification,  signifi- 
cation104' 115,  classification,  exemplification.  By  close 
application,  we'll  earn  a-vacation. 


64 


THE   TWENTIETH   CENTUKY   SHORTHAND. 


GRADED   LESSONS.  (55 

XVIII.      MISCELLANEOUS    PREFIXES 
AND    SUFFIXES. 

(Compendium,   Art.   13..'  to  135.) 
Write  ; 

I.  Self-made13',  self -hate"3,  self-love,  self-aggrandi/e- 
ment1"4,  myself,  himself. 

•2.  Themselves,  herself,  yourself,  yourselves,  transact, 
(XIII,  0  ;  XV,  7),  transpire.  trans-Atlantic,  entrance, 
forever,  forget,  forgive,  phrenology. 

3.  Forepaugh,  forenoon,  magnify,  magnitude,  mag- 
nificent, magnanimous,  bluish,  foolish,  friendship,  fel- 
lowship'1, courtship. 

4.  Awful,    awfully,   joyfully,    painfully,    truthfully, 
spitef ulness,  respectfully,    mouinfully,   bowlfull,   May- 
ville,  Centerville. 

5.  Martial,  nuptial,  provincial,   rationally,   auction, 
option,  optional,  notions,  stillness,  loneliness,  lameness, 
wilderness,  wildernesses. 

6.  Openness,  faithless,  careless,  hapless,  carelessness, 
fatherless,   motherless,  sisterless,  brotherless,  faithless- 
ness, carelessly,  noiselessly. 

7.  Xoisome,    noisomeness,    handsome,    handsomely, 
wholesome,  blithesomeness,  offensive,  pensiveness,  pen- 
sively, decision,  disengage,  interdependent,  indisposed. 

8.  Deism,    theism,    pauperism,    anything,    nothing, 
everything,  plurality,  regularity,  anywhere,  everywhere, 
nowhere,  somewhere,  wherever,  wherein,  wherefore. 

'.».  Afterward,  forward,  backward,  homeward,  tele- 
graph, telegraphy,  telegraphic,  phonograph,  geographic, 
geographically. 

K>.  Microphone,  microscope,  microscopic,  telescope, 
telescopic,  submit,  supply,  surround,  certain,  gracious, 
vicious,  luscious. 

II.  Procrastination135,  is-the  thief -of  time.     A  beau- 
tiful flower. 

li'.  A  fourth  of  July  celebration.  My  punishment 
is-greater-than  I-can  bear.  Be  not  overcome  of  evil. 


THE  TWENTIETH   CENTURY   SHORTHAND. 


GRADED   LESSONS.  67 


XIX.      RARE    AND    PECULIAR    CON- 
SONANT   GROUPS. 

(Compendium,  Art.  1,16  to  140.) 
Write : 

1.  Become28,  because1041  '",  cubic,  cubical,  begin,  be- 
ginning. 

2.  Began,  begun,  be-gone,  bigotry,  Abigail,  peculiar140, 
peculiarly,  peculiarity,  pecuniary,  topic,  tropic,  tropical. 

3.  Hubbub,  nabob,  probable,  probably,  probability, 
capable,  capabilities,  palpable. 

4.  Behave138,  behoove,  behold,  be-ye,  beyond,  beware, 
bewail,  attic116. 

5.  Fanatic,  prophetic,  prophetical,  article,  particle, 
particular,  particularly,  Habakkuk. 

G.     Hectic105,  arctic,  antarctic,  tragic,  tragical,  magical. 

7.  Mark47'  83,   marked,    (market),    murky,    America, 
American,  remark,  remarkable. 

8.  Public48,   republic,    Republican,   vintage,   advan- 
tage, disadvantageous,    (disadvantages),   disadvautage- 
ously. 

9.  Over,  hosiery140,  future,  Savior,  biennial,  triennial, 
centennial,  Christian,  Sebastian,  million. 

10.  Marion,  Ariel,  carrier,  holier,  colliery,  filial. 

11.  Convenient107,    inconvenient,     Orient,    Oriental, 
emollient,    Christianity,    always,     already,     all-'round, 
altogether,    (all-together)109,   almost. 

1_.     Enabled,   conquered,  cankered,  child,   children, 
governments99'  90,  William,  leakage139,   mortgage. 


68 


THE  TWENTIETH   CENTUKY   SHORTHAND. 


GRADED   LESSONS.  69 

XX.     PUNCTUATION  AND  OTrfER  MARKS, 

ABBREVIATIONS,    INITIALS,    AND 

TrfE    REPEATER. 

(Compendium,  Art.  141  to  145.) 
Write : 

1.     ,  ;  :  -'"  ?  !  . 

i*.  (>$<)  "#"  $  laughter1",  cheers,  applause,  hissing, 
groans. 

-').     Jan1'13.,  Feb.,  Aug.,  Sept.,  Oct.,  Nov.,  Dec. 

4.  Ohio,  Illinois,  New  Hampshire,  New  York,  Massa- 
chusetts,  Connecticut,    Mississippi,    Minnesota,  Arkan- 
sas,   Kansas,    Kentucky,    Maryland,   Louisiana,    Rhode 
Island. 

5.  Question,  answer,  page,  versus,  (against),  St.  (Street 
or  Saint),  number,  month,  (Missouri),  instant62'  9U,  ulti- 
mo,   proximo,    interest,    discount,    creditor,    Mr.,    Mrs., 
Messrs.,  Reverend,  doctor,  (debtor). 

(J.  Professor,  bishop,  esquire,  plaintiff,  (complainant), 
defendant,  witness,  Master  of  Arts,  (forenoon),  Doctor 
of  Divinity,  Doctor  of  Philosophy,  secretary,  treasurer, 
principal,  president,  publisher,  proprietor,  it-Co. 

7.  Etc'"'3,  collect-oii-delivery"",  free-on-board,    Young 
Men's  Christian  Association14',  Young  People's  Society 
of  Christian  Endeavor,  Chautauqua  Literary-and-Seieu- 
tilic  Circle,  New- York  Central  and  Hudson  River  Rail- 
road,  United  States  of  America,   Grand  Army  of  the 
Republic. 

8.  A.-J.? Graham.     J.  G.  Cross.     C.  E.  Mckee1".     P. 
P.  Lindsley. 

!».  II.  M.  Pernin.  J.  T.  Porter.  G.  R.  Bishop.  F.  II. 
Ilemperley.  E.  Longley.  I.  Pitman.  T.-C.  Strickland. 

(For  the  following  trord*  in  Tfalicx,  use  the  Repeater1*6.) 

10.  Tramp,  fr<nn/>,  frantp,  the  boys  are  marching. 
AV  here,  oh  -trite-re  is-the  good  Elijah  ?  (11)  Let  it  come,— 
I  repeat  it,  sir,  Iff  it  conn  .  Mabel,  little  M'ahel,  with  her 
face  against  the  ]>ane.  "Treason!"  crii'd  (1-)  the 
speaker,  —  and  "Treason-!  Treason!  Treason  /"  re- 
echoed from  every  part  of -the'1"  house.  Holy,  holt/, 
holy  Lord-God  of  Hosts. 


70 


THE   TWENTIETH  CENTURY  SHORTHAND. 


GRADER   LESSONS.  71 

XXI.      WORDS    EXPRESSED    BY    IMPLI- 
CATION. 

(Compendium,  Art.  146  to  14S.) 

(WORDS    IN    ITALICS    IN    THIS    LKSSON    MAY    UK    KXl'KKSSKH    I5Y 
TMTI.K  ATION.) 

Write  : 

(1)  I  want  to-be  an-angel84. 

(2)  Mr.  Toast-master,  Ladies  am/-Gentlemen143 :     It- 
is  ax-unexpected  honor  to-me  to-be  thus  called-upon  to- 
respond  to-«-toast  to-the-   "Belles74   o/-//c -Occasion  "  "5, 
but,   (.'>)   Mr-fact  is,  I-ain  in -no  condition  r//-thishour/or- 
speaking.     There-is-such14"  a-thing-as  being*   "too-full 
/or-utterance."     It-is  froin-tlte-i'ullness   o/-//^-heart    (4) 
that  ^fee-mouth  speaketh,  but  //>e-fullness  I  feel  just  at- 
this  time,  altliougli  not  far/ro/^-that  locality,  still  is-not 
a-fullness  (5)  o/L//^-heart  (laughter)14'2.    It-was  /r.s.s-///^//- 
lialf-roi-hour-ago  that  I  |  felt  equal  to-anything134 — that- 
was  at-tlie  beginning  o/-M?-attacka7  (0)  ///>o//-//^-turkey, 
— now,  alas,  I-"  quail  o/?-toast  "  (groans).      Were-it-not 
for-t he-fact  that  Me-subject  ?//>o/?-which  (7)  I-am  asked 
to-speak,  like  ///^-fullness  o/-which  I-have-been37  speak- 
ing, is-one-which*  also  lies  near  my  heart,  I-should  feel 
(8)  disposed106'93  to-deeline  to-say  anything  rttf-all.     But 
//^-master    and-or^/'seer    o/-these   festivities127,     wider- 
standing-the1'"  situation,  has,  i/i-^/w-kindness  (9)   o/-his 
heart,   assigned    to-me    a-theme    upon-whick   nothing113 
needs  to-be  said.    "  The-Belles  o/||  ^e-Occasion  " !   What 
need  have  (10)  they  to-be  toasted?    They-are  here  <tn<l- 
can  speak /br-themselves  7»o/'e-eloquently-than  anyone- 
can  speak  /br-them,   (11)  if-you-will  only  put  forth  f/n- 
effort,  gentlemen,  to-ring  them  (applause).     I  leave  the- 
subject,  therefore,  /or-your  individual  (12)  contempla- 
tion a  ^-investigation.     May*  the-11  bells"   soon   ring, 
r/m/-may    ///^-blessing    o/-^/te-Lord    be    Mjxw-you    (pro- 
longed applause). 

(The  above  toast,  exclusive  of  line  1,  contains  2GG  words.     Each  100 
words  marked,  \.     Fifties,  *.) 


72 


THE   TWENTIETH   OKNTT'llY   SHORTHAND. 


/.©/ — so/ 

^J^\i^ 

<j.^^o?  ^>J>  ^-^^-^-^  ^  ^ 
^./^0../ V^-C^  — *-.  ^f  O  ^ 

n...^  ^_  <r~  I)  fr^+ojo. ^ 

n..^.^^  ^«?  ^.^-^ ^-^^ 


^^^gaa»i^«*itaygiggg  iar.'UPPia-?.y.--  ;  -vi-  acsggagic^.iar ir^tt_'rr».-gxigicc<j»^?^cM»M»acy]CTq^*^g-^*«!y' 

»'-<r,i',,,  .  v  L     ib'J-l      -i  •     .        •    •  -".!  *Nn    -     ...A 


GRADED   LESSONS.  73 

XXII.      COMMON    PrfRASES. 

(Compendium,  Art.  i//n  to  15.3.) 
Write: 

I.  As  well  as  it  is"",  as  soon  as  you  can,  as  long  as 
I  here  is,  day  by  day'52. 

•2.  Year  after  year151,  lime  after  time,  from  month  to 
month147,  from  age  to  age,  hand  in  hand,  on  the  one 
hand,  on  the  other  hand. 

-'!.  On  the  other  side,  in  the  first  place,  over  and  over 
again,  one  of  the  most,  at  all  events,  by  all  means,  in 
t  he  meantime,  we  shall  not  be,  it  can  not  be,  can  it  be  so. 

4.  If  you  will  go,  can  yon,  you  can,  if  you  will,  for 
him  to  have  been  there162,  I  shall  be  there,  you  should 
be,  I  shall  have  been,  it  can  not  have  been. 

5.  It  could  not  have  been  done,  we  could  not  have 
done  it,  it  might  have  been162,  it  must  have  been,  on 
account"'  of  which,  Mister  President,  Mister  Speaker, 
Mister  Chairman,  Fellow  Citizens. 

I).  Ladies  and  Gentlemen,  Gentlemen  of  the  Jury, 
counsel  for  the  plaintiff113,  counsel  for  the  defendant, 
your  honor,  if  the'JM  court  please,  if  it  please31'  32  your 
honor,  that  is  to  say. 

7.  Objection128'  122  taken,  objection   overruled,  Dear 
Sir,  My  dear  Sir,  Dear  Madam113,  My  dear  Madam,  yours 
of  the  8th  inst.  received,  yours  of  recent  date  is  at  hand. 

8.  AVe  are  in  receipt  of  your  inquiry  of  the  30th118-  1I9 
nit.,  in  reply  would  say,  in  reply  to  your  favor,  enclosed 
please  find,  to  balance  our  account,  to  apply  on  account. 

!>.  Kindly  remit  as  soon  as  possible,  sooner  or  later, 
more  or  less,  trusting  that  this  may  meet  your  approval, 
I  am  yours  respectfully"". 

lo.  Hoping  for  an  early  response,  I  am  yours  very 
sincerely,  awaiting  your  further  orders,  I  remain  yours 
truly,  as  follows. 

II.  For  example,  in  order  that,  Lord  and  Saviour,  O 
Lord,  our  Lord,  Lord  Jesus  Christ,  the  word  of  the  Lord, 
the  law  of  the  Lord,  justification1  a"  by  faith. 

12.  The  law  and  the  prophets,  Holy  Ghost73,  in 
heaven.  Heavenly  Father"",  verily,  verily"",  I  say  unto 
you,  be  ye  saved,  ye  are  saved  by  faith. 


THE  TWENTIETH   CENTURY   SHORTHAND. 


(The  disconnections  in  "precision,"  line  4,  and  "public,"  line  12,  are  faults  of  the  plate.) 


GRADED   LESSONS.  75 

XXIII.      A     LETTER. 

(Compendium,  Art.  154  t°  15S.) 
Write : 

(1)  EAST  GREENWICH,  R.  I.,  Nov.  24th,  1892. 

Te  Whom  it  May  Concern  : — 

This  letter  is  submitted  as  an147  ordinary  sample  of  the  Twentieth 
Century140  Shorthand. 

(2)  This  system  is  not-7  an  old  one  made  over,  but  is  fundamen- 
tally113 and  essentially115  new.  The  exceedingly1'28-  125,  simple  and 
powerful  vowel  *  scheme  upon  which  it  is  based  was  (3)  invented  in 
1884,  by  thel:'-'  ' '"  author,  who  has  devoted94  eight  years  of  study 
and  experiment  to  the  perfecting  of  his  alphabet,  which  now  stands 
(4)  as  a147  wonder  of  simplicity1"5,  utility  and  power. 

It  may  be  thought  by  you  a  thing  |  incredible  that,  independent- 
ly11'2 of  position,  form,  or-7  dimensions,  the  vowel  sounds  should  be 
represented--'  with  precision  (.">)  and  prominence  within  the  body  of 
the  word,  and  yet  this  is  precisely  what  you  see  before  you.  So 
easy  is  this  vowel  scheme  also  to  comprehend151  that  it  ought  not  (6) 
In  take  a  *  beginner137  more  than  thirty  seconds112  to  master  it  suffi- 
ciently to  enable  him  to  go  through  this  letter  and  tell105  you  the 
important  (7)  vowel  in  each  word  at  sight. 

Nor28  is  this  all.  There  is  not  an  arbitrary  word-sign  in  the  entire 
system.  In  fact,  to  avoid  the  necessity  for  ||  arbitrary  (8)  word- 
sign>  and  to  give  perfect  expression  to  the  vowel  sounds  without 
loss  in  either  brevity  or  speed,  these  have1"2  been  the  great  ends 
aimed  at  by  (!))  the  author  from  flic  start.  The  result  is  before  you. 
If  you-'7  are  a  shorthand  writer,  or  if  you  are  familiar  with  *  any115 
other  system,  you  are  invited  to  make  a  critical  (10)  comparison  and 
draw  your  own  conclusion.  On  the  other  hand,  if  you  are  not  ac- 
quainted with  any  system,  but  are  interested  in  shorthand,  here  is149 
something11"  which  is  (11)  suiely  worthy  of  an  investigation130  with 
a  view  to  its  adoption. 

The  ||  first119  student,  after  studying  one  hour  per  day  for  twelve 
weeks,  took  (12)  a  position  under  the147  New  York143  State  Superin- 
tendent of  Public  Instruction,  and  tilled  it  well. 

Further  information  will'27  be  given  upon  application. 

Yours  truly,  T.  C.  STRICKLAND. 

(Kick  WO  words  marked,  \\.     Fifties,  *.     Total,  339  words.) 
4 


76 


THE   TWENTIETH   CENTURRY   SHORTHAND. 


GRADED    LESSONS.  77 

XXIV.      LAW     REPORTING. 

(The  following  selection  of  court  testimony,  lines  1  to  10  inclusive, 
rtinxiitiite  pur/e.  135  of  fiarnc*'  Complete  Instructor  in  Typeicriting,  a 
very  excellent  work,  published  by  Arthur  J.  Barnes,  St.  Lottix,  Mo.) 

(Compendium,  Art.  lf>9  to  162) 
Write : 

(1)   In  the147 

CIRCUIT  CoruT  OF  THE  UNITED  STATES143, 
For  the  Eastern  District  of  Missouri. 

('2)   The  Union  Trust  Company  of  ") 
Xew  York,  Complainant, 

(3)  The  St.  Louis,  Iron  Mountain  |'TnU5  E(luity- 
A:  Soutliom  Railway  Company, 

Defendant. 

NEW  YOISK,  January  1(5,  1878. 
Pursuant  to  stipulation  parties  appear. 

(4)  Present — Wheeler  II.  Peekham  and  Charles  II.  Tweed,  Es<|S., 

Counsel  for  Complainant. 
Ashbel  Green,  Esq.,  Counsel  for  Defendant. 

(•">)  EmvAKD  KINO,  a  witness  produced,  sworn  and  examined1-9  on 
behalf188  of  the  complainant,  testified  as  follows  : 

DIKECT  EXAMINATION160  by  Mr.  Peekham. 

(G)159  Mr.  King,  you  are  President  of  the  complainant  in  this  suit, 
are.  you  not  '!  "•"  I  am,  sir,  and  have  been  since  December,  1873. 

(7)  The  complainant  is  organi/ed  under1-1"  acts  of  the  Legislature32 
of  the  State  of  New  York,  is  it  not  '!  Yes,  sir. 

(5)  Mr.  King,  have  you  present  with  you  the  original  mortgage1"1 
of  the  St.  Louis,  Iron  Mountain  A;  Southern  Railway  Company143  to 
the  complainant ?     Yes.     (Witness  produces  it.) 

('.))  Of  the  divisional  mortgages  referred  to  in  that  mortgage  of 
the  St.  Louis,  Iron  Mountain  A:  Southern  Railway145  Company  to  the 
Union  Trust  Company,  was  the  Union  Trust  Company"1-  mortgagee 
or  (10)  trustee  in  any  of  them,  and  if  so,  which?  The  mortgage  of 
the  Cairo  A:  Fulton  Railroad  Company. 


(11)  Recalled,  redirect160  examination,  recross  examination,  coun- 
sel objects,  objection  sustained.  What  is  your  name,  (12)  Where  do 
you  reside,  What  is  your  occupation,  Do  you  know  the  defendant, 
How  lonii'  have  you  known  him'-'7,  Bv  Mr.  TalTt,  By  the105  coun- 
sel1-", By  the  court. 


THE  TWENTIETH  CENTURY  SHORTHAND. 


COMPENDIUM    OF    INSTRUCTIONS. 

A  Complete  Series  of  Explanatory  Notes  upon 
the  Preceding  Lessons. 


REFERENCES    EMPLOYED. 

Each  article  is  numbered  at  the  left,  and  referred  to  in  other 
articles  by  its  number  in  small  figures,  thus1-5.  Roman  numerals 
(I,  II,  III,  etc.)  refer  to  lesson  numbers.  Arabic  figures  in  parenthe- 
ses (1,  2,  3,  etc:)  refer  to  lines  of  writing  on  the  shorthand  plates. 


DEFINITIONS. 
General : 

1.  PHONETIC,  pertaining  to  sound. 

2.  PHONOGRAPHY,  sound-writing;   spelling  words  according 

to  their  sounds,  regardless  of  the  common  spelling. 

3.  STENOGRAPHY,  BRAKIGRAPHY,   TACHIGRAPHY,  or 

SHORTHAND,  close,  brief,  or  rapid  writing. 

4.  STENOGRAPHER,  one  versed  in    stenography  ;   a  verbatim 

reporter.     (Reporters'  speed,  150  to  250  words  per  minute.) 

5.  AMANUENSIS,  one  who  does  writing  for  another;  one  who 

takes  down  letters  in  shorthand  from  dictation,  and  tran- 
scribes them  on  the  type-writer.  (Speed,  75  to  150  words 
per  minute.) 

6.  TRANSCRIPT,  a  long-hand  copy  of  what  has  been  written  in 

shorthand. 


COMPENDIUM    OF    INSTRUCTIONS.  79 

Alphabetic : 

7.  VOWELS,  characters  representing  pure  tone  only.     (A,  E,  I, 

O,  U.) 

8.  DIPHTHONGS,  compound  vowels,  those  always  written  in 

long-hand  with  two  vowels.     (Aw,  Oy,  Ow.) 

9.  CONSONANTS,  characters  representing  obstructions  put  in 

the  path  of  the  vowel  sounds  by  the  lips,  teeth,  tongue,  or 
palate.  (B,  I),  F,  G,  H,  J,  K,  L,  M,  N,  P,  R,  S,  T,  Th,  V, 
W,  Y,  Z,  Ch,  Sh.) 

10.  ASPIRATES,  consonant  obstructions  accompanied  only  by  a 

gush  of  breath,  either  continuous,  forcible  or  explosive. 
(As  F,  II,  P.) 

11.  SUBVOCALS,  consonant  obstructions  accompanied  by  a  deep, 

dull  sound.     (As  V,  I),  B,  etc.) 

12.  CORRELATIVES,  pairs  of  related  consonants,   produced   by 

the  same  vocal  organs  in  the  same  position,  one  member  of 
each  pair  being  aspirate,  and  the  other  subvocal.  (F-V,  P- 
B,  K-G,  Ch-J,  T-D.) 

Technical: 

13.  STROKE,   a   line;  the  body  of  a  word  as  distinguished  from 

circles,  loops,  semi-circles  and  angles. 

14.  INITIAL,   at  the  beginning  of  a  stroke  or  word;   MEDIAL, 

mid-way,  or  between  other  letters;  FINAL,  at  the  end  of 
a  stroke  or  word  ; — characters  so  located. 

!•">.     POWER,  the  ability  of  a  consonant  to  express  itself  without 
being  present  in  form. 

16.  CHARACTER,  a  mark  for  the   expression   of   sound  ;    more 

particularly,  the  form  of  a  consonant  as  distinguished  from 

its  power. 

17.  DIRECT  MOVEMENT,  a   curving  or  turning  about  to  the 

leftward,  similar  in  its  course  to  that  which  produces  capi- 
tal O  in  long-hand. 

18.  REVERSE  MOVEMENT,  a  curving  or  turning  about  toward 

the  right,  opposite  in  its  course  to  that  which  produces 
capital  O  in  long-hand. 


80  THE    TWENTIETH    CENTURY    SHOUTHAND. 

PHONETIC    SPELLING. 

19.     The  principle  of  phonetic  spelling  applied  to  the 
English  long-hand  produces  the  following  results : 
Of  all  silent  letters. 


I.  OMISSION  •.)„ ,    n.  , 

Of  one  letter  from  every  double. 

( (a)     Of    one  letter  for   two    or   more 
wherever  one   will  express  the 

II.  SUBSTITUTION:-;  sound  equally  well. 

I  (b)     Of  consistent  letters  for  those  used 
(  inconsistently. 

20.     Examples  for  Omission:     (Letters  in  Italics  may  be 
omitted.) 


day 

spra.y 

mine                 seen 

tratl 

oar 

guide 

A'«ron              /ynat 

rcsi/yn 

know 

knee 

t&ught              -im'stle 

burr 

loss 

fasten 

match               should. 

psata 

th  u  mi 

de&t 

hymn  (him)     solem// 

scent 

muscle 

mock 

litcle                  ribbon 

penny 

though 

through 

^/tt//isicky        rollicking 

ruddy 

21. 

Examples  for 

Substitution:     (Single, 

or,    at   least, 

more  consistent  letters  may  be  substituted  for  those  in  Italics.) 


Phonography  (f) 

trough  (f) 

t\ew  (u) 

view  (u) 

3«<fr«  (.1) 

edffe  (j) 

:i.</«  (.1) 

hiccfu,9/i  (k-p) 

sew  (o) 

brwnl  (aw) 

convey  (k  a) 

deign  (a) 

tablmw  (o) 

queer  (kw) 

ac/y/ire  (kw) 

\>ique  (ek) 

liquor  (k) 

S'Acque  (k) 

sleigh  (a) 

ocmn  (sh) 

nafo'on  (sh) 

coercion  (sh) 

musiciVfn  (sh) 

ambro.v/a  (/li) 

cbrnsion  (sh) 

gracmis  (sh) 

fucial  (sh) 

nu])</V/l  (sh) 

William  (y) 

union  (\) 

grande«r  (y) 

tihV/1  (y) 

22.  General  Kitle.     Discarding  all  thought  of  the  common 
spelling,  endeavor  to  spell  independently,  giving  to  each  sound  the 
letter  which  most  consistently  represents  it. 

23.  The  Alphabet  contains  no  C,  Q,  or  X,   inasmuch   as 
these  letters  have  no  sounds  of  their  own.     On  the  other  hand, 
characters  are  introduced  for  \Vh,  Ch,   and  Til,  simple  sounds 
which  have   no  single  representatives  in  the  long-hand  alphabet. 


COMPENDIUM    01'    IXSTKUCTIONS.  81 

I  vi  i '/i.  X,  or  K  for  C,  KIP  or  Kn  for  Q,  and  Ks  or  (7s  for  X,  accord- 
ing to  sound.  (For  C,  Q,  and  X  as  initials,  sec  144.) 

24.     The  soft   sound  of  G  (as  in  gem),  belongs   to   J,   and 

should  be  so  written,  as  a  rule.  Nevertheless,  there  are  cases  in 
which  it  is  much  more  convenient  and  just  as  legible  to  use  G  i»- 
stead  of  J,  as  when  it  follows  1ST,  in  change,  hinge,  etc.  (VIII,  •">.) 

2o.  Incase  two  or  more  vowels  each  express  the  desired  sound 
equally  well,  if  one  of  them  is  the  same  as  that  used  in  long-hand 
it  tends  to  legibility  to  use  that  one  in  preference  to  the  others.  For 
example,  inasmuch  as  berth,  birth,  and  burtn  would  all  be  pro- 
nounced precisely  aliUe.  wrth  would  be  preferable  for  a  sleeping- 
place,  and  birth  for  a  coming  into  life. 

OMISSION    OF   THE    UNIMPORTANT. 

26.  General  Rule.  Every  character  not  essential  to  the  legi- 
bility of  a  word  should  be  omitted  for  the  sake  of  brevity.  The 
following  are  suggested  as  allowable  : 

OT.  Drop  a  consonant  or  vowel  which  is  commonly  omitted  in 
the  same  connection  iu  spoken  language.  As  I'll  for  I  will,  Fin  for 
I  nin,  ;i<m're,  for  you  art1,  irfto'.i  for  ir/i»  i*.  ixu't  for  fa  not,  '/  you  for  if 
i/uii,  /rJint'l  for  what  trill,  J'r  for  I  hurc,  I'd  for  Iwould,  etc.  (G  is 
sometimes  dropped  from  ing.) 

28.  Drop  the  vowel  from  a  few  of  the  most  common  small  words 
which  the  context  would  be  Mire  to  supply  with  but  a  suggestion. 
A>  /,///  for  come,  r  for  nn  ,  !  for  all,  t  for  to,  d  for  do,  etc. 

29.  Drop  the  vowel  from  any  common  prefix  or  suffix  when  the 
body  of  the  word  would  supply  the  same  with  certainty.     As  n-kind 
for  unkind,  rn-pruv  for  imL>i'<>re,  ds-abl  for  disable,  tech-bl  for  tea-ch- 
tiblt1,  etc. 

30.  Drop  any  vowel  the  sound  of  which  is  obscured  in  the  spoken 
word.     That  is,   uttered   indistinctly,  as  if  in  the  attempt  to  pro- 
nounce  the   adjoining   consonants  without   the  intervention   of   a 
vowel.     When  thus  obscured,  all  the  vowels  sound  alike,  hence  one 
is  no  better  than  another,  and  all  may  be  omitted.     See  a  in  oval,  e 
in  over,  i  in  deril,  o  in  '/niiiJutl,  and  '/  in  awful. 

31.  The  vowel  most  frequently  obscured  is  e,  which  will  consti- 


82  THE   TWENTIETH   CENTURY   SHORTHAND. 

tute  a  legible  substitute  for  any  other  obscured  vowel,  and  is  there- 
fore to  be  chosen  as  the  first  candidate  for  the  place  of  any  missing 
vowel  when  reading.  This  principle  renders  it  perfectly  safe  to 
drop  e  whenever  desired,  even  though  of  some  importance  in  the 
word,  and,  inasmuch  as  c  is  the  most  common  vowel  in  the  language, 
a  great  saving  of  labor  is  hereby  effected.  (The  frequent  omission 
of  e  compensates  for  the  fact  that  its  slant  is  less  convenient  to  exe- 
cute than  that  of  any  other  vowel.)  From  the  principle  just  stated 
is  deduced  the  following  : 

32.  The  E-Rllle.     In  writing,  drop  e  when  desirable,  or  any 
other  vowel  for  which  e  would  make  a  legible  substitute  ;  and  in 
reading,  supply  the  sound  of  e,  first,  wherever  a  vowel  is  missing. 

33.  Omissions  by  the  E-Rule  occur  most  frequently  in  obscure 
medial  vowels14.     As  papr  for  paper,  makr  for  maker,  pr-fonn  for 
perform,  d-fend  for  defend,  seprat,  for  separate,  oshu  for  oca/a,  etc. 

34.  It  is  rarely  desirable  to  omit  either  initial  or  final  e  if  accented, 
except  in  the  most  common  words  in  which  c  is  the  only  vowel 
heard.     For  example,  tJte,  be,  he,  ye,  we,  each,  were,  Here,  etc.,  would 
fill  their  places  in  a  sentence  quite  well  with  the  c's  dropped  out, 
while  eel,  Ella,  free,  evil,  etc.,  being  of  less  frequent  occurrence, 
and  less  readily  suggested  by  the  context,  should   always   retain 
the  e. 

35.  When  convenience  of  outline  admits  of  the  omission  of  either 
of  two  vowels  equally  well,  retain  the  one  most  prominently  heard 
in  the  pronunciation. 

LESSON    I. 

36.  Order  of  Writing'.     Write  sounds  invariably  in  the  same 
order  as  they  are  to  be  read,  following  the  line  of  writing  as  per- 
fectly as  the  forms  of  words  will  permit,  and  joining  strokes  angu- 
larly whenever  necessary  to  indicate  the  ending  of  one  and   the 
beginning  of  another. 

37.  The  vowels"  reside  solely  in  the  slants  which  they  occupy, 
independently  of  the  kind  of  line  by  which  the  slant  is  indicated, 
which  may  therefore  be  shaded,  curved,  lengthened  or  shortened 
without  destroying  the  vowel,  inasmuch  as  none  of  these  modifica- 
tions necessitate  any  change  in  the  slant  of  the  stroke. 


COMPENDIUM   OF    INSTRUCTIONS.  83 

38.  The  vowels,  when  alone,  or  unmodified,  indicate  their 
slants,  which  are  thirty  decrees  apart,  by  straight,  light  lines,  about 
%  of  an  inch  in  length,  the  horizontal  being  struck  from  left  to 
right .  and  all  the  others  downward  except  n  which  is  struck  upward- 

:>'.».  The  slant  of  a  vowel  must  never  change.  The  direction 
in  which  it  is  struck,  however,  may  be  reversed  when  more  con- 
venient, provided  the  stroke  is  so  joined  to  other  characters  that  its 
course  can  be  determined*8.  (See  I-owe-you,  line  1.) 

40.  Each  vowel  is  allowed  to  represent  the  three  sounds  which 
it   cmixixlently  represents  in  long-hand.     It  is  rarely   necessary   to 
discriminate  between    the    different    sounds   of  the 
same  vowel,  but,  when  this  seems  desirable,  it  may  be  perfectly 
done  by  placing  beside  the  center  of  the  stroke  such  marks  as  are 
used  for  the  same  purpose  in  long-hand;  namely,  a  short  dash  for 
the  first  or  long  sound,  a  small  semi-circle  for  the  second  or  short 
sound,  and  a  dot  for  any  third  sound  which  the   vowel  may  have. 
(See  Kll«  and  Elih,  G.) 

41.  The    1st,  2nd  and  3rd  sounds  of  each  vowel, 

with  their  proper  marks,  are  as  follows: 

(A)     Alaska.  (O)     Go  on  north. 

(E)     Remember.  (U)    You  must  pull. 

( I )    Try  it  first.  Paul  rejoiced  aloud. 

4~2.     Diphthong  Stroke.     The  vertical  stroke  is  called  the 

diphthong  stroke,  and,  as  shown  above,  is  allowed  to  represent  the 
three  sounds,  mo,  ny,  and  010.  Xo  confusion  results  from  this,  as  a 
little  experience  will  prove.  These  three  sounds  are  no  more  widely 
different  than  the  three  sounds  of  a  in  Alaska,  and  as  in  the  case  of 
tt,  the  sound  can  generally  be  determined  from  the  adjoining  con- 
sonants without  the  use  of  the  diacritical  mark.  The  mark,  how- 
ever, when  used,  renders  the  sound  absolutely  certain.  (Allow, 
ullnii.  etc.,  line  10.) 

43.  Memori/e  the   vowels  at  a  single  glance,  by  noticing  that 
their  slants  appear  in  regular  order  from  left  to  right  over  the  sun- 
rise.    (Chart.) 

44.  Caution.     Be  careful  not  to  curve  the  vowel  strokes  in 
turning  the  loops  upon  them. 

4* 


84  THE   TWENTIETH   CENTURY   SHORTHAND. 

LESSON   II. 

4o.  The  consonants11  have  no  fixed  position  or  slant,  but 
attach  to  all  vowels  with  the  same  movement  and  in  the  same  rela- 
tive manner  as  to  A  on  the  chart,  and,  in  the  absence  of  a  vowel, 
they  attach  to  the  line  of  writing  in  the  same  manner.  The  conso- 
nants of  the  first  line  (chart)  are  direct  movements  and  those  of  the 
second  reverse  movements,  the  loops  and  the  large  circle  turning 
cither  way  at  pleasure. 

46.  Pairs  of  similar  consonant  signs  (as  K-G,  P-B,  etc.)  differ 
from  each  other  in  size  only.     Thus  K  made  larger  would  be  G, 
while  G  made  smaller  would  be  K,  both  being  made  with  the  same 
movement  and  attaching  to  the  vowel  in  the  same  manner.     (In  the 
case  of  correlative'-  circles  and  semi-circles  it  will  be  noticed,  as 
an  aid  to  the  memory,  that  the  aspirate,  or  thinner  sound  has  the 
smaller  or  thinner  character,  and  the  sub-vocal  or  heavier  sound,  t lie- 
larger10-  H.) 

47.  K  (aspirate)  and  G  (sub-vocal),  a  correlative  pair,  are  written 
with  a  small  and  large  semi-circle  respectively,  made  with  a  direct 
movement17  at  right  angles  to  the  vowel  stroke.     P  and  B  form  a 
similar  pair,  and  are  made  with  corresponding  semicircles  with  the 
reverse  movement18. 

48.  To  distinguish   a   left   turn   (direct)    from   a   right   turn 
(reverse)  always  imagine  yourself  traveling  in  the  direction  in  which 
the  pen  is  moving.     Compare  coe  and  coke  with  coo  and  cook  (line  1), 
in  which  the  K's  appear  at  first  glance  to  oppose  each  other.     The 
reason  is  that  in  0  the  pen  is  moving  downward,  while  in  ?7it  is 
moving  upward,  but  in  both  cases  it  turns  its  course  to  the  leftward. 

49.  So  long  as  a  semi-circle  is  made  with  a  correct  movement, 
it  may  occupy  either  side  of  a  vowel  stroke  according  to 
convenience.     Notice,  in  line  6,  how  the  second  p  in  papn  and  tin- 
second  k  in  cuckoo  join  the  vowels.     Turned  on  either  side,  they  still 
form  perfect  letters  both  upon  the  preceding  and  the   following 
vowel.     The  same  movement  which  on  one  side  of  the  stroke  must 
join  angularly,  on  the  other  turns  on  to  the  stroke  naturally  as 
a  hook.     Both  are  the  same,  their  movement  being  their  distinguish- 
ing feature. '    Hook  turns,  however,  being  easier,  are  preferable 
wherever  possible. 


COMPENDIUM    OF    [XSTKIVTIOXS.  85 

50.  A  single  consonant  occurring  between  two  vow- 
els is  considered  as  attached  to  the    preceding,    which    therefore 
governs  its  nature.     Sec  p  and  k  in  epicure  (line  10),  each  of  which 
turns  correctly  upon  the   preceding  vowel,  but  are  not  to  be  asso- 
ciated with  the  following,  with  which  they  form  incorrect  angles. 

51.  Caution.     Keep  all   the  small  characters  quite  small,    so 

that   tlie  larger  ones  will  not  require  to  be  over-large  in  order  to  be 
clearly  distinguishable. 

LESSON    III. 

52.  Contractions.     Words  reduced  to  consonants  only  by  the 
E-Kule,  when  not  attached  to  other  words,  should  be  attached  to 
the  line  of  writing  as   initial  consonants,  except  K  and  L  which, 
being  distinguishable    by    form,    independent   of    movement,    may 
assume  any  convenient  angle  to  the  line.     The  contractions  sugges- 
ted  in   the  introductory   line   of    each   lesson,    while  desirable,   are 
entirely  optional.      77/6'  toird  utrnke  i/mi/  be  inxerti'd  in  such  at  n-ill. 

53.  Circles.     Unlike  the  loops,  which  may  turn  either  way  at 
pleasure,  the  circles  for  W  and  Wll  preserve  the  direct  movement, 
and  those  for  Cli  and  J  the  reverse  movement. 

54.  Caution.     Be  careful  to  make  the  circles  round  enough  to 
be  distinguishable  from  loops,  and  keep  the  smaller  ones  very  -mall. 

55.  The  ticks  for  H  and  Y,  should  form  acute  angles  with  the 
vowel  stroke,  and  care  should  be  taken  to  keep  them  sharp  so  as  not 
to  be  mistaken  for  hooks. 

56.  Kel  and  Ler.     The  loop  for  R-L  and  L-R  (pronounced  r<l 
and  Icr),  should  be  as  large  as  those  for  K  and  L  together,  and  when 
occasion  requires  may  turn  either  way  without  distinction  ;  but  upon 
straight  lines  where  there  is  nothing  to  hinder,  let  the  direct  move- 
ment indicate  Rel,  and  the  reverse  movement  Lcr. 

57.  \Vicli.     The  circle  for  Wc/i  and  Wlich  (pronounced  trich  and 
•trJn'ch)  is  to  be  made  as  large  as  those  for  Wh  and  Ch  together,  and 
may  turn  either  way  without  distinction.     Its  usefulness,  aside  from 
the  word  irhich,  will  appear  later. 


86  THE    TWENTIETH    CENTUHY    SHOUTHAND. 

LESSON    IV. 

5S.  K,  L/,  W,  or  «T,  may  be  turned  in  the  place  of  an  angle 
between  any  two  other  cliaracters,  without  loss  of  time,  or  increase 
of  effort.  In  order  to  place  one  of  them  between  a  semicircle  and 
a  stroke,  make  the  semi-circle  oil  the  anr/nliirw  side  of  the  stroke. 
(Svepray,  black,  etc.,  line  4.) 

59.  Always  turn  a  loop  or  circle  inside  the  hook  with 
which  it  joins,  even  if  a  small  hook  has  to  be  enlarged  to  receive  a 
large  loop.     No  confusion  results.     (See  jiroperly,  line  10.) 

60.  Y  should  never  represent  the  long  sound  of  /,  as  in  ir./ily". 
Its   own  sound  is  that  heard  in  yet;  but  as  this  sound  very  rarely 
occurs  at  the  end  of  a  word  (see  hallelujah,  12),  final  Y  is  allowed 
to  represent  the  ordinary  sound  of  ie,  as  in  Muri/,  6'//r/r>/V,  etc. 

61.  A  filial  H  (aside  from  those  in  eh,  u</h.  />"<//!,  etc  )  practically 
does  not  occur;  consequently  final  Y  need  not   be  particular  to 
keep  on  its  own  side  of  the  vowel  when  the  other  would  be  much 
more  convenient.     //  could  not  be  read  in  its  place.     (See  early, 
cd'/erly,  properly,  10.) 

62.  Circles,  like  semi-circles,  may  be  made  on  either  side  of 
the  stroke,   provided  there  is  anything  (as  a   shade'3,  or  an  inter- 
vening loop)  by  which  the  movement  may  be  determined.     (Uircli, 
lurch,  etc.,  7.) 

LESSON   V. 

63.  Consonant  Powers  in  General : 

It  will  be  noticed  (Chart)  that  some  of  the  consonants  join  the 
vowel  stroke  with  easy  turns  which  require  no  slackening  of  the 
motion  of  the  pen,  while  others  join  angularly,  necessitating  a  com- 
plete halt  in  the  motion.  The  former  have  a  decided  advantage 
over  the  latter  in  point  of  speed  and  ease  of  execution. 

64.  The  Empowered  Consonants.     It  is  noticeable,  fur- 
ther, that  several  of  the  most  frequently  occurring  consonants  of 
the  language  (N,  M,  T,  D,  S,  etc.,)  have  been  assigned  to  these  an- 
gular joinings,  which,  of  itself,  would  set  them  at  great  disadvan- 
tage.    This  is  purposely  done,  and,  as  a  two-fold  compensation  for 
the  loss,  the  more  important  of  the  consonants  so  represented  arc 
given  "  powers"  15  by  means  of  which  they  are  able  in  most  cases  to 


COMPENDIUM    OF    INSTRUCTIONS.  87 

express  themselves  in  connection  with  other  characters,  without  the 
use  of  their  angular  forms.  These  are  known  as  the  empowered 
consonants,  and  very  far  from  being  at  a  disadvantage  as  would  at 
first  appear,  they  become  by  far  the  most  potent  of  the  alphabet  for 
accomplishing  brevity  and  speed. 

0").  The  Uiiempowered  Consonants.  The  consonants 
making  curved  connections  need  no  other  powers  than  their  natural 
ability  for  combining  easily  with  other  characters  without  the  slack- 
ening of  speed.  II  and  Y  are  also  found  to  be  sullicient  of  them- 
selves. These  are  grouped  together  as  the  unempowered  consonants. 

66.  The  Shading'  Power.     S,  Z,  and  Sh  have  power  to 
express  their  sound  in  connection  Avith  that  of  any  other -character 

by  shading  such  character,  as  follows :  Simile  iiyhtly  far  S  or  /, 
mill  In  i/rili/  f«r  Sk  ;  shading  a  vowel  at  the  beginning  for  initials 
(x< it/.  xc<>,  etc.,  1),  shading  mid-way  for  medials  ("ecu,/,  ration,  etc., 
IX,  6),  at  the  end  for  rinals  (nee,  e/ixe.  etc.,  2),  and  shading  the  entire 
length  for  both  an  initial  and  a  final14  (xcize.  .sw/rx,  etc.,  4). 

67.  The  common  uses  of  S  and  Z  are  so  much  the  same  that  it 
is  very  rarely  necessary  to  discriminate  between  them.     If  de- 
sired, however,  the  shade  could  be  adopted  for  £  ami  the  character 
for  Z.     Also  when  desired  the  II-tiek  may  be  shaded  for  Sh. 

68.  The  power  of  a  consonant  is  commonly  to  be  used  in 
preference   to  its  character,  the  character  being  used  only 
when  the  power  can  not  conveniently  be  applied  (VI,  10),  or  when 
its  sound  is  to  be  indicated  as  a  separate  syllable  (XIV). 

69.  fsh  may  be  added  to  a  vowel,  when  desired,  by  the  heavy 
shade  for  &/t.     (Bullish,  3.) 

7u.  Shading.  If  the  pen  is  carried  over  fee  paper  lightly,  as 
it  should  be.  producing  a  fine  line,  even  a  small  amount  of  shade 
will  be  distinguishable.  Aim  to  make  no  more  than  is  necessary. 
For  pen-holding  see  "Preliminary  Suggestions.''  The  shading  of 
Twill  be  facilitated  by  rolling  the  holder  slightly,  so  as  to  bring 
the  nibs  of  the  pen  at  right  angles  to  the  stroke.  This  will  become 
easy  with  practice. 

LESSON  VI. 
71.     Shading'  Consonants.     Shade  an  initial14  consonant  for 


THE   TWENTIETH   CENTURY   SHORTHAND. 

a  preceding  S,  Z,  or  Sh,  ;md  a  final  consonant  for  a  following  S, 
Z,  or  Sh.  In  short,  locate  every  shade  as  nearly  as  possible  in  the 
exact  place  where  it  is  to  be  read.  (Scarce,  2.) 

72.  If  S  were  to  follow  an  initial  consonant,  the    shade  would 
properly  be  made  on  the  beginning  of  the  following  vowel  stroke. 
(Also,  V,  12,  be*eeclied,  XII,  6.)     Likewise,  if  S  were  to  precede  a 
final  consonant,  its  shade  would  properly  be  made  on  the  end  of  the 
preceding  vowel  stroke  (nxjt,  iraxp,  etc.,  V,  8). 

73.  Direction    of    Shades.      Except   upon  A  and    I',    all 
shades  are  to  be  made  downward.     Whenever  necessary  in  order 
to  take  the  shade,  any  consonant  may  assume  its  angular  location 
upon  the   vowel  stroke  (slay,  «ty,  etc.,   2),   and  O  may  be  struck 
upward  to  accommodate  a  shaded  consonant,  inasmuch  as  the  shade 
will  indicate  the  direction39  (rope*,  robe*,  (> ;  home*,  10) 

74.  The  Tick  may  be  used  wherever  the  shade  can  not  con 
veniently  be  applied.     This  may  occur  in  connection  with  circles 
and  loops  (turny,  xtrvar,  etc.,  4;  cuilx,  7  ;  I-trtix,  he-irax,  etc.,  9),  or  it 
may  occur  in  words  having  more  S's  in  close  proximity  to  each  other 
than  the  shades  are  able  to  express  (seizes,  *ize*,  etc.,  10). 

75.  Ses.     It  is  allowable  to  shade  the  S-tick  for  *e*  (cnxex,  10). 

76.  Filial  Y,  shaded,  produces  the  common  endings,   ies  and 
ions,  between  which  there  is  no  confusion  (yloriex  or  glorious,  7). 

LESSON    VII. 

77.  The  Curving'  Power.     N  gives  a  vowel  a  simple  direct 
curve,   M  a  simple  reverse  curve,  F  a  compound  curve,  ending 
direct,  and  V  a  compound  curve,  ending  reverse.    (See  Chart;  also4"). 

78.  If  the  curve-consonant  is  to  precede  the  vowel,  make  it 
more  prominent  by  deepening  the  curve  ;  if  it  is  to  follow  the 
vowel,  make  it  less  prominent  by  flattening  -the  curve.     (See  (in, 
(i>/i,  2 ;  imii,  ii/ny,  5.) 

79.  Associate  N  with  K  and  G,  also  M  with  P  and  IJ,  by  the 
sameness  of  whose  movements  it  is  possible  to  add  ^K,   NG, 
MP,   or  MB  to  any  vowel  without  loss  of  time  or  increase  of 
effort.     (See  kink  and  kiivj,  4;  lanqt  and  lumber,  VIII,  1.) 

80.  The  common  uses  of  F  and  V  are  closely  related.     Notice, 


COMPENDIUM   OF   INSTRUCTIONS.  89 

for  example,  loaf  and  loaves,  shelf  and  shelves,  life  and  lives,  etc. 
Because  of  this,  F  and  V  are  allowed  to  exchange  curves  when 
necessary  in  order  to  accommodate  themselves  to  hooks  and  other 
connections.  (See  above,  11  ;  fabuloiix,  12.) 

81.  Slip  is  sufficient  for  ship,  final,  following  a  vowel  (fellow- 
ship, 11). 

82.  Ctllltioii.     Avoid  lengthening  a  stroke  in  the  act  of  curving 
it.     Beginners  are  apt  to  make  this  mistake,  especially  in  the  case  of 
compound  curves,  which  should  be  no  longer  than  straight  vowels. 

LESSON   VIII. 

£3.  Consonants  occurring  upon  curved  vowels  should  com- 
monly be  turned  to  the  inside  of  the  curve.  Even  an  angular 
joining49  here  is  preferable  to  a  curved  joining  on  the  back,  or  out- 
side of  the  curve,  as  the  latter  is  apt  to  compound  a  curve  uninten- 
tionally. (Pen,  etc.,  4.) 

84.  As  the  angular  joining  of  a  circle  on  the  side  of  a 
stroke  is  easily  mistaken  for  a  curved  joining,  make  the  angular 
joining  of   a  circle,  when   necessary,   upon  the   extremity   of  the 
stroke.     ((Jhiuk,  John,  (rhi/i/pfr,  etc.,  5.) 

85.  Both  initial  and  final  N,  M,  F,  or  V. 

When  a  vowel  is  both  preceded  and  followed  by  a  consonant  hav- 
ing a  curving  power,  it  is  often  best  to  express  the  initial  consonant 
by  its  character16,  and  curve  the  vowel  to  express  the  final  conso- 
nant. (Nine,  noun,  6;  fame,  etc.,  11.)  In  many  cases,  however,  it 
is  more  convenient  to  apply  two  curving  powers  to  the  same  vowel. 
This  is  optional,  but  may  be  done  as  follows : 

86.  Two  curving  powers  applied  to  one  vowel  produce  an 
elliptical  form,  the  main  curve  of  which,  of  ordinary  length 
and  direction,  conveys  the  vowel ;    and  the  subordinate  stroke  of 
which,  slightly  shortened  for  distinction,  conveys  only  the  conso- 
nant expressed  in  its  curve,  without  repeating  the  vowel.     (Lines 
6  to  9.) 

87.  Remark.     Two  separate  vowels  never  join  each  other  in 
the  form  of  an  ellipse. 

88.  The  main  curve  of  an  ellipse  should  express  its  conso- 


90  THE   TWENTIETH   CENTURY   SHORTHAND. 

nant  definitely.  The  subordinate  curve,  however,  being 
obliged  lo  follow  on  with  the  movement  given  it  by  the  main 
curve,  and  being  thus  unable  to  govern  its  own  movement,  can 
only  distinguish  at  will  between  a  simple  and  a  compound  curve. 
In  the  subordinate  curve,  therefore,  a  simple  curve  must  express 
u'lln  r  \.  in-  M,  and  a  compound  curve  either  F,  or  V.  (6  to  10.) 

M).  It  is  possible,  by  flattening  the  main  curve  of  an  ellipse  and 
continuing  with  a  subordinate  curve,  to  indicate  that  both  conso- 
nants follow  the  vowel.  (Ore//,  AI-OH,  etc.,  9,  10.)  It  is  also  possi- 
ble, though  very  rarely  desirable,  to  indicate  both  consonants  before 
the  vowel,  by  making  the  subordinate  stroke  first.  (Neville,  ceumi, 

HC/I/II  tr,  10.) 

UO.  Remember;  That  the  main  curve  of  an  ellipse  is  the 
longer,  and  is  made  in  the  usual  direction.  That  the  use  of  the 
ellipse  is  entirely  optional  with  the  writer.  That  the  semi-circles 
for  N-M-F-V  must  invariably  be  in  line  with  the  vowel  stroke,  to 
avoid  confusion  with  P-B-K-G,  which  join  at  right  angles.  (11,  13.) 

LESSON    IX. 

91.     Tbe    Marvelous   Utility  of  Consonant    Powers 

will  begin  to  appear  in  this  lesson  in  which  two  powers  e.xert  them- 
selves upon  (lie  same  vowel,  without  in  the  least  injuring  it  as  a 
vowel.  A  third  power  appears  in  the  next  lesson.  It  will  be  ob- 
served that  each  of  these  powers  is  entirely  independent  of  the 
other,  and  that  each  expresses  its  sound  as  perfectly  in  the  combi- 
nation as  when  alone.  It  is  necessary,  however,  to  adopt  a  definite 
rule  by  which  may  be  determined  the  relative  order  of  the  sounds 
which  are  thus  expressed  within  a  single  stroke.  The  following 
rule  is  based  upon  the  theory  that  the  inward  nature  of  a  stroke  is 
most  deeply  affected  by  its  curve,  less  by  its  length,  and  least  by 
its  shade. 

93  Relative  Order  of  Consonant  Powers.  (For 
lengths,  see  X.)  Two  or  three  sounds  expressed  by  consonant 
powers  at  the  beginning  or  end  of  a  vowel  stroke  are  regarded 
as  standing  in  the  following  relative  order : 

Nearest  the  vowel,  that  expressed  by  the  curve. 
Next  out  from  that,  the  one  expressed  by  the  length, 


COMPENDIUM   OF   INSTRUCTIONS.  91 

Farthest  from  the  vowel,  that  expresed  by  the  shade. 
Thus: 
Shade,     length,     curve,     YOWKI,,     curve,     length,     shade. 

S  T  N  NTS 

Dropping  out  any  one  or  more  of  the  above,   those  remaining 
would  stand  in  the  same  relative  order  as  now. 

93.  Shading  a  vowel  in  the  middle  places  a  final  S,  Z, 
or  Sh  next  to  the  nurel  in  preference  to  either  the  length  or  the  curve- 
sound.     By  this  principle,  many  common  terminations  are  formed, 
such  as  tioil  (ocean,  ration,  etc.,  (5),  sive  (corrosive,  etaxiw,  etc.,  10), 
and  ism  d>rixin,  M<irni<»iixin,  etc.,  12),  also  final  st  (It'*',  nu'xt,  etc., 
X,  4). 

LESSON    X. 

94.  The   Lengthening  and   Shortening   Power.    T, 

D,  and  Th  have  power  to  express  themselves  in  the  lengths  of 
other  characters.  Write  vowels  double-length  for  initial  T-I)-Th, 
half  length  for  final  T-D-Th,  and  triple-length  for  both  initial  and 
final14.  (Chart.) 

95.  This  power,  it  is  true,  makes  no  distinction  between  T,  I), 
and  Th,  but  treats  them  all  alike.     Thus  it  comes  that  a  double- 
length  I  spells  lie,  die  or  tlti/.     Imagine  one  of  these  words  in  a  sen- 
tence, however,  and  it  will  be  seen  that  the  other  two  do  not  fit  well 
in  its  place.     Such  is  usually  the  case.     Nevertheless,  when  greater 
accuracy  is  desired,  it  is  readily  secured  as  follows: 

96.  The  T,   I),  and  Th  Ticks  may  be  used  whenever  de- 
sired (they.  tlii/.  2).     An  initial  tick  and  a  final  power  make  a  substi- 
tute for  the  triple-length,  even  more  brief  in  outline  than  the  triple- 
length  itself,  though  somewhat  less  conveniently  executed  (t/mt,  date, 
2;  toast,  etc.,  XXI,  2). 

97.  Tick  for  Joining.     It  is  because  the  lengths  of  strokes 
have  significance  that  no  two  strokes  are  allowed  to  follow  each 
other  with  nothing  to  mark  their  junction.     Fortunately,  it  is  not 
often  that  two  full-length  vowels  follow  each  other  in  a  direct  line 
without  a  consonant  character  between  them.     "Aye-aye"  maybe 
written  as  two  separate   words,  or  the   two  strokes  maybe  joined 
with  the    V-tick,  the  sound  of  which  is  really   heard  in  this  con- 


93  THE   TWENTIETH   CENTUKY   SHOKTHANU. 

neetion  and  in  all  similar  ones.  Or,  in  such  cases,  simply  move  the 
pen  sidewisc  far  enough  to  mark  a  very  minute  tick  like  that  with 
which  the  two  D's  are  joined  in  did  (11),  which  signifies  nothing 
but  the  joining  of  the  strokes.  Whenever  a  half-length  would  be 
followed  connectedly  by  another  stroke  in  the  same  direction,  avoid 
the  difficulty  by  the  use  of  the  tick  instead  of  the  power  for  T,  D, 
orTh.  (Ada.  0(li»,  etc.) 

98.  It,   to,  or  the  may  be  added  to  many  words  by  the  appli- 
cation of  the  E-Kule:;-  and  the  power  for  7' or  Tl  (<>///>>,  <>n-it,  im-tlic, 
<>f -tlie.  etc.,  11,  also  XII,  10)      Can-not   may  be  written  knot  in- 
stead of  cunt  to  avoid  flic  possibility  of  being  mistaken  for  c<m.  in 
rapid  writing  (11). 

LESSON    XI. 

99.  Curving'  Power  applied  to  Consonants  : 
Curve  an   initial14  consonant   for  a   preceding  X  or  M,  and  a 

final  consonant  fora  following  N  or  31.  (Encitxf,  s;  taken,  2)  F 
nut/  \r  tin  nut  thus  combine  with  ulln-i' confirm ntx.  This  is  fortunate, 
l>ecause  there  is  but  one  way  of  bending  each  consonant,  and  N 
really  needs  to  monopoli/e  this.  M  uses  it,  but  less  frequently. 

100.  This  principle,  with  the  aid  of  the  E-Kule:;-.  when  applied 
to  initials  is  particularly  useful   in  the  formation  of  the  prefixes 
in  and  en,  and  the  negative  forms  nil,  ini,  etc.,  and  may  even  be 
used  for  the  word  in,  preceding.     (ln-)>rei>nr<itioii,  12.)     Applied  to 
finals,  it  not  only  produces  the  common  ending  en,  which  in  many 
cases  is  sufficient   for  ing'  (we///////,  etc.,  2),  but  often  completes  a 
following  can,  been,    done,   than,  etc  ,   without   pen-lifting 
(Contractions,  .1). 

101.  To  "  curve  "  a  circle,  make  it  triangular.     To  "  curve  "  a 
loop,  make  it  pointed  at  the  end  and  curve  in  its  side.     (Enyine,  8; 
dm,  5.) 

102.  On    straight   lines,  inasmuch  as  the   loops   may    turn 
equally  well  either  way.  when   it   seems  desirable  to  discriminate, 
turn  direct  for  .V,  and  reverse  for  .V.     (Urn,  4:  din,  5.) 

10:'.     A  tick-consonant  crossing  a  vowel  stroke,  is  to  be  considered 

as  attached  to  such  stroke  and  governed  by  it.     (Xxirer-Uian,  etc.,  S.) 

104.     AVheii  two  or  more  consonants  attach  to  each 


COMPENDIUM   OF    INSTRUCTIONS.  93 

other,  the  one  nearest  the  vowel  (or  attached  to  the  line  of  writing), 
must  govern,  and  to  this  the  next  must  attach  precisely  as  it  would 
to  a  vowel.  (Incapable,  8;  also  XIX.) 

LESSON    XII. 

lOo.    Lengthening  Consonants  prefixes  T,  I),  or  Tli  to 

initials,  and  affixes  T,  D,  or  Th'to  finals.  Doubly  lengthening  adds 
still  another  T,  1),  or  Th.  (Act,  acted,  etc.,  2.)  Consonant*  c<nnt«t 
Ji>  shortened. 

106.  Circles    cannot    be   lengthened   without    confusion   with 
loops.     They  do  not  need  to  be.  however,  as  the  ticks  for  T,  D,  and 
Th  precede  or  follow  a  circle  with  the  utmost  ease ;  and  for  this 
purpose   T  and  D  may  exchange  places,  when  necessary,  without 
confusion.     (Dwl'/ht.  lirice,  etc.,  7  and  8.) 

107.  Ticks  must  never  be  lengthened  so  as  to  confuse  with  half- 
lengths.     A  curved   Y-tick,  however,  because  of  its  direction 
and  mode  of  joining,  may  safely  be  lengthened  to  form  such  end- 
ings as  tonal,  tent,  etc.    (Convenient,  etc.,  XIX,  11.) 

108.  Caution.     ///  lengthen!  mj  a  loop  or  se tn i -circle,  avoid  iriden- 
in;/  it.     A  M  mi-circle  should  ximply  he  deepened. 

109.  The  lengthening  power  applied  to  initials  produces  the  pre- 
fix <le  (t/(>t/ra<l<-,  etc..  '.)),  and  many  of  the  infinitives  (<»-btiy,  t»- 
go,  etc.,  9).    Applied  to  the  finals,  it  forms  the  common  endings  <>d, 
ted,  ded,  etc.  (XIII),  or  completes  a  following  coilld,  without 
pen-lifting  (2). 

110.  Spell   actual,    aktirl ;    subterranean,    xblranyn  ;    twentieth, 
tircn.il/tli  ;  century,  xent-yr-y,  etc.  (11  and  12). 

LESSON    XIII. 

111.  Filial  ted,  ded  or  did  may  be  added  to  vowels  by 
applying  the  power  for  T  or  D  and  adding  the  Z>-tick  (aided,  1);  to 
loops  and  semi-circles  by  doubly  lengthening  (elected,  2  ;  gilded, 
:>,  etc.) ;  and  to  circles  (a  very  rare  occurrence),  by  the  use  of  two 
ticks.     (As  fidgeted.) 

112.  Order  of  powers.     Two  or  three  powers  exerted  upon 
one  consonant  need  not  necessarily  preserve  the  regular  order  given 


94  THE   TWENTIETH   CENTURY   SHORTHAND. 

for  vowels  (IX),  inasmuch  as  they  usually  occur  in  prefixes  and  suf- 
fixes which  would  naturally  be  suggested  by  the  body  of  the  word 
to  which  they  attach.  They  commonly  occur  as  in  indescribable  (7) 

and  option  (11),  thus:    XL>S SllXT.     If  S  is  t*>  It?  read  at  the 

extremity,  tlie  shade  must  appear  there,  bluntly  (seconds,  XXIII,  6). 

113.  When  the  main  curve  of  an  ellipse  is  of  ordinary  length  or 
longer,  the  subordinate  curve  may  be  shortened  to  add 
T,  D,  or  Th,  provided  it  is  not  made  so  small  as  to  be  mistaken  for 
a  hook  (instrumental,  9  ;  sufficient,  10,  etc.),  but  when  the  main  curve- 
is  shortened,  the  subordinate  curve  must  of  necessity  be-  shortened, 
and  does  not  therefore  repeat  the  power  (nut in-,  motire.  etc.,  XVI,  10). 

114.  Shade  the  N-semi-circle  when   desirable,   for  shn   (/>»/'- 
tion,  11). 

LESSON    XIV. 

115.  The   Syllable   Principle.     When  a  consonant   which 
could  conveniently  make  a  curved  connection,  is  joined  angularly 
instead,  or  when  one  which  could  express  itself  by  its  power,  is  ex- 
pressed by  its  character  instead,  it  indicates  that  the  consonant  so 
written  forms  a  separate  syllable  according  to  the  E-Ilule3'2.     Thus 
*;>//~bccomcs  es-py  ;  noble,  en-noble;  bond,  beyond;  bnt>c,  h<i-by  (//  here 
having  the  sound  of  e) ;  lad,  la-dy;  f/rave,  gru-vy  ;  >^niid,  Snn-d<iy; 
etc.     (Notice  that  the  name  of  nearly  every  consonant  is  pronounced 
with  an  e,  as  N,  M,  F,  S,  T,  D,  P,  Ji,  etc.) 

116.  Some  syllables  formed  by  the  E-Rule  cannot  be  indicated 
as  above,  as  where  a  circle  or  loop  intervenes  between  the  consonant 
and  the  vowel.     (Annrc/tt/,  moiiairhy,  etc.,  7.) 

117.  Numbers  composed  of  significant  figures  only  (as  17,  25, 
99,  426),  cannot  well  be  made  briefer  than  in  long-hand.     We  can, 
however,  avoid  the  use  of  ciphers  to  till  vacant  places,  also  the  i/t 
used  in  ordinals.     Thus  : 

118.  Cardinals.     Write  1  to  19  as  usual  (spelling  ten  if  pre- 
ferred) ;  attach  the  T-tick  to  the  digits  for  20,  3  »,  40,  etc.115  ;  attach 
a  more  or  less  perfect  hndrd  for  hundred  ;  attach  thoimnd  for  thou- 
sand, and  milyn  for  million. 

119.  Ordinals.    Make  figures  half -size  to  add  th*4,  for  4th.  5th, 
etc.,  and,  for  the  sake  of  uniformity,  treat  1,  2,  and  3  in  the  same 
manner  for  1st,  2nd,  and  3rd. 


fOMPKNPirM    OF    INSTRUCTIONS.  95 

LESSON    XV. 

120.  Laws  of  Implication.     With  this  lesson  is  begun  the 

study  of  a  few  simple  laws  for  systematically  implying  certain  syl- 
lables or  words  instead  of  writing  them.  (Their  use  is  optional. 
See  line  1.) 

121.  Coil,   com,   cog,    conn.      When   desirable,   imply   the 
prefix  con,  com,  co</  or  rmni.  by  a  dis-joined  light  dash  in  line  with 
beginning  of  the  word,  (heavy  for  nccnm   and  neon),  and  imply  the 
same  in  connection  with  any  dis-joined  consonant  taking  the  place 
of  the  dash. 

I',1','.  A  consonant  located  as  above  may  be  curved,  shaded  or 
lengthened  as  usual,  and  the  syllable  implied  may  precede  it,  or  fol- 
low it.  or  be  within  it.  (Com-mem-orntion,  8;  de-corn-pone,  6;  un -con- 
tra-dieted,  7.) 

12:}.     The  extreme  brevity  of  the  consonant  forms 

renders  them  peculiarly  adapted  for  this  mode  of  expressing  pre- 
tixes  and  suffixes,  without  the  liability  of  being  mistaken  for  other 
words,  or  for  the  body  of  the  same  word.  It  will  not  be  necessary 
t<>  explain  here  all  the  numerous  changes  which  are  rung  upon  these 

prefixes,  con,  com,  cmj  and  conn.  It  is  hoped  that  the  lesson  will 
prove  self-explanatory. 

124.  How  to  Read.  Determine  the  detached  consonant  aud 
pronounce  it  with  a  vowel  sound  (usually  e-9< 3-) ;  connect  with  it  the 
syllable  Con  (com,  etc.)  and  prefix  to  the  remainder  of  the  word. 
For  example,  the  detached  consonant  is  I?  and  the  remainder  of  the 
word  is  end;  pronounce  "re-corn -end"  and  recommend  is  the  result. 
Likewise.  >>'/•- w</ will  be  read  "  xer-ccm-n  /it,"  which  gives  the  correct 
pronunciation  for  circumvent. 

LESSON    XVI. 

12."».  Ing1.  When  desirable,  imply  the  suffix  in;/  by  a  dis-joined 
light  dash  in  line  with  the  end  of  the  word  (shading  for  inf/s).  and 
imply  the  same  in  connection  with  any  dis-joined  consonant  taking 
the  place  of  the  dash. 

126.  Ing,  immediately  following  a  vowel,  is  more  conveniently 
expressed  by  the  N-curve  followed  by  the  G-hook,  or  the  N- semi- 


96  THE   TWENTIETH   CENTURY   SHORTHAND. 

circle  with  the  G  turned  within  it  (*a-yinrj  and  8«yinr/8,  1).  When 
immediately  following  a  consonant,  it  is  often  sufficient  to  add  N 
only  by  curving  (smoking,  1  ;  also1""). 

127.  Tive,  though  not  to  be  implied,  is  here  considered  as  a  suf- 
fix.    When   T  can  be  expressed  by   the  length   of   the    preceding 
character,   add    is,    otherwise    use    the    lengthened    stroke    for    tic. 
Tivity  is  produced   in   the   former  case   by  halving,    and   in   the 
latter  by  the  use  of  the  T-tick. 

LESSON    XVII. 

128.  Ex,  Ax.     When  desirable,   imply  the  syllable  e.r  or  ax, 
initial  or  final,  by  striking  a  light  dash  at  right  angles  across  the 
end  of  the  vowel  stroke,  and  imply  the  same  in  connection  with  any 
other  character  crossing  in  place  of  the  dash-;;  (VI,  5). 

129.  Ex  may  be  expressed  in  the  middle  of  a  word  by  the  cross- 
ing of  the  ends  of  two  strokes  (fixture,  6). 

130.  Cation,  Fication,  Plication.     AVhen  desirable,  imply 
a  final  cation,  fication  or  [tlirnlioit.  by  striking  a  light  dash  at  right 
angles  across  the  middle  of  the  preceding  stroke,  and  imply  the 
same  in  connection  with  any  consonant  taking  the  place  of  the  dash. 

131.  Aside  from  e.rccj>t  and  accept  (2),  which  should  be  guarded, 
the  cases  are  very  rare  in   which  the  reader  would  experience  the 
least  difficulty  in  determining  which  of  the  implied  syllables  was 
intended  by  the  writer.     Usually  only  one  of  them  will  tit  the  re- 
mainder of  the  word.     For  example,  take  r/rnt  with  the  short  dash 
struck   across   the   center   of   it.       "  G  rat-cation, "    means    nothing, 
neither  does  "grot-plication,"  but    >e grnt-e-flcalian"  at  first  glance- 
gives  satisfaction.     (Of  course  the  student  understands  that  he  is  at 
liberty  to  read  an  e  into  a  word  wherever  needed  as  a  connective.) 

LESSON    XVIII. 

132.  All  Prefixes  and  Suffixes  not  treated  in  Lessons  XV. 
XVI,  and  XVII  must  be  written,  connectedly,  in  the  briefest  man- 
ner possible  by  the  aid  of  the  E-Rule:"  and  the  Syllable  Principle11". 
Approved  forms  for  many  varieties  of  these  are  given  on  the 
plate,  which  should  be  studied,  carefully. 


COMPENDIUM   OF   INSTRUCTIONS.  97 

133.  Any  contracted   prefix   or  suffix   as  above  which  does  not 
make  an  easy  joining,  may  be  joined  angularly  (self-liate,  1 ; 
for-yire,  2),  but  in  such,  be  sure  neither  to  detach  from  the.  stroke, 
nor  make  a  crossing  with  it.  as  either  would  confuse  with  &>»,  ing, 
nre.r.     The  student  is  at  perfect  liberty  to  spell  out  these  prefixes 
and   suffixes  in  full  when  for  any  reason  it  would   be   preferable, 
which  will  rarely  be  the  case'-". 

134.  Contracted  syllables  upon  the   plate   are   spelled   as 
follows:'-9'  3*'  "5-     Self — nlf,  selves — #lrs,  trans — trnn,  for  or  fon — fr, 
ology — nlj,  magna  or  magni — ////•/,  ish — di,  ship — dtp,  ful— /f,  fully — 
///,  fulness— fidn*,  ville— vl,  tial — sJd,  ness — m,  nesses — nss,  less — Is, 
lessness — lanx,    lessly — Isly,    some — am-,    someness — sinus,    somely — 
xi/tli/,    sive — .<</•,    siveness — sriis,    sively — svly,    dis — ds,    indis — ndx, 
inter — /<//•,  thing — thn.  rality — r!yl(yY4'\  larity — lriil(y),  where — irlu\ 
ward — icrd,  tele — tl,  gvo—jo,  graphic — i/rafl,',  graphically— (jrnfldif, 
micro — mkr,  sco]iic — s/Mj>k,  sub — */>,  sup — »p,  cious — *//-•*. 

13."i.  Omissions  indicated.  In  practical  stenography,  cir- 
cumstances may  sometimes  make  it  necessary  either  to  raise  the 
speed  uncommonly  high  for  a  moment,  or  omit  something.  In  such 
a  case,  the  first  part  of  a  word,  followed  by  a  light  or  heavy  dot  to 

indicate  the  omission  of  one  or  more  syllables,  respectively,  from 
the  remainder,  is  better  than  an  entire  loss  of  the  connection.  This 
pfirih'ne,  Itotrcter,  fa  by  no  ntcmt*  to  be  atloptnl  «s  u  liaMt. 

LESSON   XIX. 

136.  The  facility  of  the  Twentieth  Century  alpha- 
bet for  entering  into  all  common  combinations  has  already  been 
seen.  This  lesson  presents  a  large  list  of  the  most  peculiar  and  dif- 
ficult combinations  in  the  language,  with  a  view  to  familiari/.ing 
the  student  with  approved  forms  for  expressing  them  briefly, 
by  the  application  of  the  E-Rule.  Of  course  these  forms  are  op- 
tional, inasmuch  as  every  word  could  be  even  more  perfectly  ex- 
pressed by  the  insertion  of  every  unimportant  vowel,  thus  avoiding 
the  joining  of  consonants  to  each  other,  though  this  would  be  much 
less  desirable  in  point  of  brevity. 

f:3T.     In  making  such  combinations  as   bk,  and  b<£,  be  sure  to 


98  THE   TWENTIETH   CENTURY   SHORTHAND. 

make  each  semi-circle  complete,  so  that  the  combination  may  not  be 
mistaken  for  a  half-length  F-curve.     (Because,  begin,  etc.,  1,  2.) 

138.  B  joins  H  with  a  turn,  and  Y  with  an  angle.     (Behave, 
beyond,  4.) 

139.  Kj  and  Gj  are  combinations  not  readily  formed  witli  their 
regular  movements.     It  will  cause  no  confusion,  however,  to  allow 
./to  turn  inside  A" or  O  in  such  groups,  inasmuch  as  Wh  could  not 
possibly  be  pronounced  in   such  a  combination.      (Leakage,  mort- 
</ar/e,  12  ) 

140.  The   Final  Y-Tick   proves  a  very   pliant  and  useful 
character.     Some  of  the  syllables  in  which  it  plays  a  prominent 
part,  aside  from  the  common  y,  ry,  and  ly,  are  these  :   ies,  ions, 
(ys,  VI,  7),  ier,  iar,  ior,  (yr,  XIX,  9),  iel,  ial,  iol,  (y!,  XIX,  9),  iery, 
inry,  ury,  (yry,  XIX,  9),  ially,  (y>y,}  ieu,  ian,  ion,  (yn,  XI,  3),  lent, 
(ynt,  XIX,   11),    ity,  (y-t,  XIV,  5),  iam,  (ym,  XIX,  12),  etc.     Be- 
tween vowel  strokes  it  will  often  convey  the  sound  of  some  obscure 
vowel   perfectly,  and  add  greatly  to  the  convenience  of  outline. 
For    example,    -matinee    (mat-y-na),   antedate   (ant-y-date),    Santa-Fe 
(Sant-y-Fa),  clarify  (dar-y-fi),  etc. 

LESSON    XX. 

141.  Punctuation,  and  other  Marks. 

For  a  period  spell  dot,,  or  use  a  small  x/n.r ;  make  a  dash 
wavy  to  distinguish  it  from  a,  and  make  parentheses  angular  to 
avoid  their  confusion  with  words.  With  these  exceptions,  all  marks 
may  be  made  as  in  long-hand.  (See  optional  forms  for  interrogation 
and  exclamation.) 

142.  Suggest  parenthetical  words  such  as  laughter, 

applause,    etc.,    by   their   h'rst   consonants   with   a   line  whirled 
around  them. 

143.  Initials   and   common    abbreviations    may  be   used, 
when  convenient,  followed  by  dots  as  in  long-hand.     (Dots  allow- 
ably omitted  in  reporting.)     Instead  of  using  dots,  indicate  a  group 
of  abbreviations  by  a  curved  line  thrown  over  them.    (Y.  M.  O.  A.. 
etc.,  7.) 


LAWYEft 
- 


COMPENDIUM   OF   INSTRUCTIONS.  99 

144,  As  initials,  write  Ch  for  C,  the  S-tick  for  S,  shading 
sayie  for  Z,  Kn  for  Q,  and  a  perpendicular  cross  for  X.  Or,  if 
preferred,  write  initials  in  long-hand. 

14o.  The  Repeater.  To  repeat  one  or  more  words  which 
have  just  been  written,  insert  in  their  stead  an  equal  number  of 
short,  horizontal  dashes,  one  above  the  other  ;  or,  if  many  words  are 
to  be  repeated,  re-write  the  first  one  and  the  last,  with  a  single  re- 
peater between  them.  The  expression  repeated,  if  not  immediately 
preceding,  must  be  in  such  proximity,  and  so  related  in  sense  as  to 
be  naturally  suggested. 

LESSON   XXI. 

146.  Position  of  words.  This  system,  for  reasons  given  in 
the  introduction  (page  18),  so  constructs  its  alphabet  and  spelling 
principles  as  to  be  entirely  independent  of  the  position  of  words, 
and  is  therefore  able  to  turn  the  element  of  position  to  a  legitimate 
use  for  the  implication  of  the  articles  and  certain  preposi- 
tions which  enter  most  frequently  into  the  construction  of  phrases, 
as,  for  example,  the  italicized  words  in  the  following  expressions: 

"  The  man  in  the  moon,"  "  The  word  of  the  Lord,  etc.  This  ren- 
ders the  use  of  positions,  not  constant,  but  occasional,  not  compul- 
sory, but  optional,  and  converts  a  common  hindrance  into  a  great 
convenience.  Thus,  when  the  pen  is  lifted  from  the  preceding 
word,  instead  of  writing  of  the,  in  the,  etc.,  simply  locate  the 
following  word  so  as  to  imply  their  omission  according  to  rule. 

147.    Words  expressed  by  implication. 

(  Omit  these  words,  either  with  or     (a  ml  impli/  the  same  by  locating 
(     without  <tn.  itrtide,  {      tlie  following  word  thus: 

Over,  more,  or  more-than  (a,  an,  the)  Over  the  preceding  word  (or  mark). 

UndiT,  less,  or  less-than  Under  " 

A,  an,  or  and    (a,  an,  the)  ............  Very  near       "  "  (or  attached.)  . 

Of  ................        "         —   .......  Above    the  line  at  the  usual  space. 

To,  or  the  ........        "         ...........  Through"      "     "    "         "         " 

For  .............        "         ...........  Under      "     "     "    "         "         " 

At  ...............        "         ...........  On  the  line  at  double  space. 

On,  or  onto  ......       "         ......  *  -••  Above       "     "     "         " 

In,  or  into  ......       "         ...........  Through  "     "     "        " 

From  ...........        "         ...........  Under       "      "      "         " 

5 


100  THE   TWENTIETH   CENTURY   SHORTHAND. 

148.  The  above  principle  will  be  easily  acquired  by  the  aid  of 
the  diagram  given  on  the  first  line  of  the  lesson.     The  usefulness 
of  the  principle  is  hinted  at  by  the  fact  that,  of  the  2<>({  words  con- 
tained in  the  little  speeeli  beginning  "  Mr.  Toast  master,"  79  or  nearly 
30  per  cent.,  may  be  definitely  implied  by  the  same. 

LESSON    XXII. 

149.  Phrasing,  in  this  system,  is  done  upon  general  principles. 
Words  contracted  by  the  E-Rule::- may  be  joined  to  each  other  in 
phrases,  the  articles  and  some  of  the  most  frequently  used  preposi- 
tions may  be  expressed  by  implication14"'  14~,  and  spoken  language 
may  be  followed  in  the  dropping  of  letters  and  words  which  can  be 
spared  without  injury  to  the  expression2".     All  these  principles  have 
been  previously  explained  and  used. 

150.  The  object  of  the  special  lesson  upon  phrasing  is 
to  suggest  approved  forms,  and,  by  thus  illustrating  the  meth- 
ods employed,  enable  the  student  to  construct  for  himself.     Let  the 
writing  and  reading  lesson  be  studied  carefully  together,  as  one  ex- 
plains the  other. 

151.  In  the  expressions,  yettr-dfter-year,   time-after-time  (2),   the 
word  "after"  is  suggested  pictorially,  by  simply  writing  one  word 
"  after  "  the  other.     This  pictorial  plan  of  phrasing  is  used  to  con- 
siderable extent  in  some  shorthand  systems. 

152.  Notice  how  natural  it  is  to  drop  //from  hare  in  it-conld- 
itot-Jiiifc-been-done  (5),  Ffrom  by  in  day-by-day  (1),  and  even  the  entire 
wyord  have  from  such  an  expression  as  it-might-have-been,  etc.  (5).'->: 

153.  The  Repeater,  used  in  the  expression  hand-in  hand  (2), 
may  be  used  to  advantage  in  such  expressions  as  line  upon  line,  pre- 
cept upon  precept,  from  ///»n//tni/t  pc<//,-  to  mountain  /ut/k,  etc. 

LESSON   XXIII. 

154.  Letter-writing  need  not  be  taken  up  at  length  in  this 
work.     The  sample  letter  submitted  is  intended  as  a  piece  of  contin- 
uous writing,  containing,  in  a  misceljanous  way,  the  principles  of 
the  system  in  review.     It  should  be  practiced  as  a  speed  exercise 
over  and  over  again. 


COMPENDIUM   OF   INSTRUCTIONS.  101 

155.  The  most  approved  form  for  a  business  letter  is  that 
given  in  the  writing  lesson,  the  name  and  location  of  the  party  ad- 
dressed ordinarily  appearing  in  the  place  of  "To  Whom  it  May 
Concern."     See  model  letters  for  practice,  pages  114-116. 

156.  The  beginning  of  each  new  paragraph  should  stand  in 
from  the  regular  marginal  line  some  distance.     It  ought  to  be  un- 
necessary to  suggest  that  great  care  should  be  taken  to  spell  cor- 
rectly, to  capitalize  and  punctuate  properly,  and  to  make  the 
general  appearance  of  a  letter  neat. 

157.  The  general  wording1  of  a  business  letter  should  be 
brief  and  pointed  as  may  be,  and  yet  clear.     Simple  language  is 
better  than  a  stilted  style.     Over-politeness  may  be  better  than  ex- 
treme bluntness,  and  yet  both  should  be  avoided.     Study  to  put 
sentences  into  pleasant  shape,  even  though  conveying  an  unpleasant 
message  like  the  reminding  of  a  delinquent  debtor,  or  the  refusal  of 
a  proposition. 

158.  The  letter  on  the  shorthand  plate  is  written  "solid"  to  save 
space.     In  writing  letters  from  dictation  it  is  somewhat  better  to 
arrange  the  matter  in  regular  shape  as  to  its  parts,  paragraphing, 
etc.,  as  in  long-hand. 

LESSON    XXIV. 

159.  Court  Notes  consist  chiefly  of  questions  and  answers. 
For  convenience  of  reference,  make  each   question   prominent  by 
beginning  it  close  to  the  left  margin,  and  indenting,  or  setting  in  all 
other  lines.     Answers  may  follow  questions  immediately  without 
dropping  onto  the  next  line. 

160.  "Q"  (ku)  and  "A"  (or  Ans.)  may  mark  the  beginning  of 
question  and  answer  if  preferred,  but,  with  the  arrangement  sug- 
gested above,  this  seems  entirely  unnecessary.     Let  the  wavy  inter- 
rogation mark  stand  between  the  question  and  its  answer,  and  all  is 
clear  (XX,  1).     Let  examination  signify  direct  examination,  and 
mark  cross,  etc.,  as  shown  (5,  11). 

161.  As  many  of  the  questions  and  answers  are  quite  brief,  some 
reporters  divide  their  paper  by  a  line  from  top  to  bottom  and  make 
two  columns  of  writing  on  each  page.     This  saves  using  so  many 
separate  sheets,  and  brings  more  of  a  report  into  view  at  once  for 
reference. 


102  THE   TWENTIETH   CENTURY   SHORTHAND. 

162.  In  every  law  case  there  will  occur  not  only  a  frequent  repe- 
tition of  certain  fixed  legal  expressions,  such  as  "a  witness 
produced,  sworn  and  examined  on  behalf  of  the — testified  as  fol- 
lows," but  there  will  also  arise  with  each  separate  case  certain  names 
of  persons,  places  and  things  to  be  repeated  over  and  over  again 
throughout  the  case.  The  keen  reporter  will  seize  upon  these  quick- 
ly, and,  after  they  have  been  a  few  times  written  in  full,  will  after- 
ward abbreviate  them,  or  even,  perhaps,  make  use  of  the  repeater. 
(Compare  the  names  in  lines  2  and  3  with  the  same  in  lines  8  and  9.) 

163.     KNOWLEDGE   versus    SKILL. 

The  student  who,  with  careful  study,  has  reached  this  page,  is 
now  in  possession  of  all  the  knowledge  that  pertains  to  the  system. 
There  is  a  difference,  however,  between  knowledge  and  skill.  It  is 
one  thing  to  be  thoroughly  familiar  with  the  principles  of  short- 
hand, and  quite  another  thing  to  be  able  to  write  it  rapidly.  The 
former  comes  from  study,  the  latter  from  practice.  The  student 
who  has  made  himself  master  of  every  principle  involved  in  the 
preceding  twenty-four  lessons  in  as  many  days,  may  need  to  spend 
as  much  longer,  or  even  more,  simply  practicing  for  the  acquire- 
ment of  speed. 

This  ought  not  to  be  surprising.  Not  only  does  the  hand  require 
practice  for  skill  in  execution,  but  the  mind  needs  practice  in  dic- 
tating forms  for  the  hand  to  execute.  There  is  quite  a  difference 
between  being  able  to  think  out  a  thing  correctl}r,  and  being  so 
familiar  with  it  that,  apparentl}'  without  any  effort  at  all,  it  comes 
to  mind  in  a  flash. 

In  shorthand,  as  in  long-hand,  we  come  to  know  familiar  words  at 
sight,  that  is,  we  are  able  to  see  in  our  minds  the  entire  outline  of 
the  word,  without  thinking  of  each  separate  detail  of  its  construc- 
tion ;  and  this  entire  outline  is  dictated  instantly  to  the  hand  for 
execution,  and  is  almost  as  quickly  put  upon  the  paper.  The  fact 
is,  there  are  about  two  hundred  words  in  the  English  language 
which  constitute  fully  seventy-rive  per  cent,  of  all  ordinary  writing 
and  speaking.  These  must  be  practiced  over  and  over  again  till,  as 
the  common  expression  is,  "they  will  come  without  calling."  To 
this  task,  therefore,  let  the  student  earnestly  apply  himself. 

Of  course,  a  special  list  of  these  words  might  be  made,  as  is  some- 


COMPENDIUM   OF   INSTRUCTIONS.  103 

times  done,  for  special  practice.  But  inasmuch  as  most  of.  them 
have  already  been  given,  incidentally,  in  connection  with  the  les- 
sons, they  are  not  here  repeated.  Furthermore,  it  is  far  better  to 
write  words  hereafter,  not  isolated  as  in  the  first  lessons,  but  in  their 
proper  connection  in  sentences,  so  as  to  accustom  the  writer  to  ob- 
serve their  relations  to  each  other  and  apply  all  possible  principles 
for  phrasing,  etc.  For  this  purpose  a  little  miscellaneous  matter  for 
practice  is  appended,  which  is  counted  off  for  convenience  in  deter- 
mining speed,  and  this  will  be  supplemented  by  other  matter  selected 
by  the  teacher,  either  from  some  book  of  dictation  exercises,  or  from 
general  literature. 

164.  THE  STUDENT  WITHOUT  A  TEACHER 

will,  of  course  make  his  own  selections,  but  let  him  especially  re- 
member to  re/id  everything  he  write*. 

Practical  shorthand  is  taken  from  dictation.  It  is  best,  therefore, 
if  possible,  for  the  advanced  student  to  take  much  from  dictation. 
When  this  is  not  possible,  however,  the  next  best  thing  is  to  dictate 
(mentally)  to  himself  something  which  he  has  committed  to  memory. 

This  relieves  the  eye  from  the  task  of  following  the  copy  and 
really  becomes  quite  like  actual  dictation.  Furthermore,  these  may 
be  dictated  over  and  over  again  in  this  way  without  wearying  the 
dictator.  But  some  may  ask  : 

165.  "WHAT  CAN  I  DICTATE  TO  MYSELF?" 

In  answer  to  this  we  offer  the  following  suggestions,  and  it  would 
be  strange  indeed,  if  any  student  should  fail  to  find  himself  pos- 
sessed of  quite  a  good  supply  of  practical  exercises  containing  just 
those  ordinary  words  which  it  is  so  essential  he  should  practice. 

Declamations,  recitations,  readings,  etc.,  learned  even  in 
early  school-days.  It  is  surprising  how  readily  a  little  effort  will 
bring  back  to  memory  many  of  the  "pieces"  we  used  to  speak  at 
school,  even  though  not  repeated  for  years.  Perhaps  snatches  of 
the  selections  we  used  to  read  in  concert,  or  otherwise,  so  frequently 
that  they  became  perfectly  familiar,  will  also  be  recalled.  Even 
the  old  nursery  tales  of  our  childhood  contain  the  same  words  which 
we  want,  but  most  students  will  be  able  to  repeat  page  after  page 
of  good  speeches  or  poetry  which  they  have  spoken  in  public. 


104  THE   TWENTIETH   CENTURY   SHORTHAND. 

Scripture  selections  will  also  be  good.  Every  church-goer  or 
member  of  the  Sunday-school  will  have  at  his  command  more  or 
less  scripture  which  he  can  give  verbatim.  The  ten  command- 
ments, for  example,  the  Lord's  prayer,  the  first  Psalm,  the  nine- 
teenth also  and  the  twenty -third  Psalm,  the  fifty-third  of  Isaiah,  the 
fifth  of  Matthew,  the  first  of  John,  the  first  of  Hebrews, — parts  or 
all  of  these  and  many  more  may,  with  perhaps  a  little  reviewing, 
be  serviceable,  and  to  such  may  also  be  added  the  Apostles'  Creed. 

Song'S  make  excellent  practice,  especially  hymns  with  tunes  not 
too  fast  for  beginners.  Everybody  knows  the  words  of  a  large 
number  of  songs.  Sing  the  song  aloud  if  nobody  will  be  disturbed 
by  it,  and  see  if  your  pen  can  keep  pace  with  the  ordinary  speed  of 
the  tune.  Then  hasten  it,  and  afterwards  seek  out  songs  with 
faster  tunes.  Such  practice  is  both  profitable  and  amusing. 


THE  TWENTIETH   CENTURY  SHORTHAND. 


Miscellaneous  Exercises  for  Prnetlee. 

COUNTED  FOR  CONVENIENCE  IN  ESTIMATING  SPEED. 


Title  of  selection  and  name  of  author,  when  given,  are  counted. 
Eaeli  separate  figure  in  a  number,  also  each  abbreviation  or  initial 
is  counted  as  a  word  because  pronounced  as  such.  A  compound 
word,  when  written  with  a  hyphen,  is  counted  as  two  words. 
Small  figures  give  number  of  words. 


MIXED    SENTENCES. 

Be  it  ever  so  humble,  there's  no  place  like  home.  You  must 
wake  and  call  me  early,  call  me  "early,  mother  dear ;  to-morrow  '11 
be  the  happiest  day  in  all  the  glad  new  year.  Then  come  along, 
come  along,  make  no  delay ;  come  from  every  dwelling,  come50 
from  every  way.  Bring  your  slates  and  books  along,  and  don't  be 
a  fool ;  for  Uncle  Sam  is  rich  enough  to  send  us  all  to  school.  Life 
is  brief.  Time  is  too  valuable  to  be  trifled  away.  God  made  man, 
but  man  makes  his  own  life  good  or  bad1"0.  Let  us  get  the  best 
within  our  reach.  Let  us  do  the  best  within  our  power.  Most  men 
have  minds  of  their  own,  but  few  use  them  as  such.  Too  many 
people  there  are  who  never  think  any  thoughts  of  their  own. 
Samples  sent  to  any  address  on  receipt  of150  two-cent  stamp. 
Cast  not  your  pearls  before  swine,  lest  they  trample  them  under 
their  feet  and  turn  again  and  rend  you.  Prove  all  things,  hold  fast 
that  which  is  good.  Business  before  pleasure ;  after  labor,  rest. 
What  is  home  without  a  mother  ?  Always  be  a  gentleman,  wher- 
ever you  are2"",  and  whatever  may  happen.  I  am  now  an  old  man, 
but  my  heart  is  still  young  and  joyful.  Upon  her  bosom  she  wore 
a  lovely  blossom.  We  all  arrived  upon  the  same  train.  Shall  we 


106  THE   TWENTIETH    CENTURRY   SHORTHAND. 

gather  at  the  river  ?  Let  no  man  think  of  himself  more  highly 
than  he  ought-50  to  think.  O  happy  day  that  fixed  my  choice  on 
Thee,  my  Savior  and  my  God  !  fionor  and  fame  from  no  condition 
rise.  Act  well  thy  part ;  there  all  the  honor  lies.  "  Will  you  walk 
into  my  parlor  ?  "  said  the  spider  to  the  fly.  Why  stand  ye  here  all 
the300  day  idle  ?  The  man  in  the  moon  is  looking,  love.  He's  wink- 
ing and  blinking ;  of  what  is  he  thinking  ?  In  the  little  old  log 
cabin  in  the  lane.  How  foolish  to  follow  after  all  the  follies  of 
fashion  !  Old  Mother  Hubbard,  she  went  to  the  cupboard,  to  get 
her350  poor  dog  a  bone.  Way  down  upon  the  Swanee  river,  far,  far, 
away.  England's  sun  was  slowly  setting.  Madam,  slum  me  not.  • 
My  name  is  Nathan  Smith.  I  am  neither  imbecile  nor  insane.  I 
am  a  home  missionary.  My  mission,  however,  is  simply  mercenary. 
I  sell  the  Singer  sewing  machine400.  With  your  permission,  I  will 
show  it  to  you.  Mrs.  Snider  uses  my  machine.  She  knows  a  nice 
one  when  she  sees  it.  Now  see  me  sew  a  seam  !  Ah  !  madam,  1 "t 
know  I  amaze  you.  It  fills  my  soul  with  emotion.  I  offer  you  this 
machine,  ma'am,  for  the460  small  sum  of  eighty -five  dollars.  We 
.  will  rally  round  the  flag,  boys,  we'll  rally  once  again,  shouting  the 
battle  cry  of  freedom.  The  wild  winds  of  winter  went  whistling 
and  whirling  the  white  snow  past  the  window.  Simple  Sam  sim- 
pered and  snickered  to  see  the  lame  negro  stumble600  and  tumble 
plump  against  the  lamp  post  with  a  bump.  „  Rory  Rumpus  rode  a 
raw  boned  race  horse.  Did  Rory  Rumpus  ride  a  raw  boned  race 
horse  ?  If  Rory  Rumpus  rode  a  raw  boned  race  horse,  where's  the 
raw  boned  race  horse  Rory  Rumpus  rode  ?  Peter  Prangle,  the 
prickly65"  prangly  pear  picker,  picked  three  pecks  of  prickly  prang- 
ly  pears  from  the  prangly  pear  trees  on  the  pleasant  prairie.  Old 
King  Cole  was  a  merry  old  soul.  Round  the  rough  and  rugged 
rocks  the  ragged  rascal  ran.  Lives  of  great  men  all  remind  us  we 
can  make  our  lives  sublime6"0.  What  think  you  of  the  Twentieth 
Century  Shorthand  ? 6U8 


THE    BROOK. 

I  chatter,  chatter  as  I  flow 
To  join  the  brimming  river 

For  men  may  come,  and  men  may  go, 
But  I  go  on  forever. 


EXERCISES   FOR   PRACTICE.  107 

I  wind  about,  and  in  and  out, 

"With  here  a  blossom  sailing, 
And  heiv  and  there  a  lusty  trout, 

And  here  and  there  a"'  grayling. 

I  steal  by  lawns  and  grassy  plots, 

I  slide  by  hazel  covers, 
I  move  the  sweet  forget-me-nots 

That  grow  for  happy  lovers. 

I  slip,  I  slide,  I  gloom,  I  glance, 

Among  my  skimming  swallows; 
I  make  the  netted  sunbeam  dance 

Against  my  shady  shallows. 

I  murmur  under100  moon  and  stars, 

In  brambly  wildernesses ; 
I  linger  by  my  shingly  bars ; 

I  loiter  round  my  cresses. 

And  out  again  I  curve  and  flow 

To  join  the  brimming  river, 
For  men  may  come,  and  men  may  go, 

But  I  go  on  forever.142 


THE    TAME    CROW. 

Once  upon  a  time  there  lived  a  crow.  He  had  been  taken  from 
a  nest  when  young,  and  had  been  brought  up  on  a  farm,  so  that 
lie  was  quite  tame.  Now  this  crow  was  very  fond  of  eggs,  and 
he  would  sometimes  visit  the  hens'  nests,50  steal  their  eggs,  and  fly 
away  with  them  to  the  meadow  behind  the  barn,  where  he  would 
break  the  eggs  and  eat  them.  He  found  that  a  good  way  to  break 
an  egg  was  to  take  one  in  his  claws,  fly  up  high  in  the  air,  and  let 
it  fall100  on  the  ground  He  would  then  fly  down  and  dine  on  the 
nice  white  and  yellow  egg,  as  it  ran  out  of  the  broken  shell.  Some- 
times the  egg  would  fall  on  the  grass,  or  on  the  soft  earth,  and 
would  not  break.  Then  he  would  pick  it  up  again,  fly15"  higher  in 
the  air,  and  let  it  fall  once  more.  If  it  did  not  break  then,  he  would 
try  again  in  the  same  way. 
4* 


108  THE    TWENTIETH    rKNTTRT   SHORTHAND. 

One  day  Mister  Crow  found  ;i  nire,  shiny,  white  egg  in  a  nest. 
and  picked  it  up  and  flew  away  to  feast  upon  it.  "My'."  - 
Mister  Crow,  as  he  flew  along.  "  this  is  a  very  heavy  egg.  Perhaps 
it  has  a  double  yolk.  I'll  let  it  fall  on  the  garden  walk,  where  it 
will  be  sure  to  break  the  tirst  time."  Then  he  let  it  fall,  but  it  did 
not  break.  "That  is  strange'."  xiitl-  the  crow.  "I'll  try  once 
more."  So  he  did.  He  flew  up  higher,  and  let  the  egg  fall  right 
on  some  stones.  It  did  not  break  this  time.  "  The  third  time  never 
fails."  said  Mister  Crow.  "I'll  try  once  more."  Again  he  flew 
up  with  the  egg  and  let  it:;"  fall.  It  did  not  break  even  this  time, 
but  just  bounced  on  the  stones  like  a  rubber  ball.  "  Xow.  this  is 
strange,"  said  the  erow.  "It  is  the  hardest  egg  I  ever  saw.  Per- 
haps it  has  been  boiled  four  minutes."  He  flew  down  and  looked 
at  the  egg.  It  did350  not  look  like  a  hard-boiled  egg.  So  he  took  it 
up  again,  and  flew  as  high  as  the  \vooden  rooster  on  top  of  the  barn. 
"  This  time  it  must  break."  said  he.  But  it  only  bounced  higher 
than  before,  and  was  as  whole  as  ever.  "I  never  saw  such**  an 
egg/'  said  Mister  Crow.  "I  am  afraid  it  is  not  good.  I  am  very 
hungry,  and  this  is  tiresome  work.  I'll  sit  on  the  top  of  the  barn 
and  rest." 

Just  then  the  dairy -maid  came  along,  and  seeing  the  egg  on  the 
path,  she  picked  it  up  and^"  said  :  "  Goodness  me  \  Here  is  one  of 
those  china  nest-eggs  out  in  the  garden."  *** 


THE    ROBIN    AND    THE    RAVEN. 

"  Good  morning  to  you,"  said  a  little  Robin,  with  a  chirp,  to  a 
Raven  who  was  croaking  in  a  cross  tone  about  the  cold  wind. 

"I  said  good  morning  to  you,"  repeated  the  Robin,  as  the  Raven 
did  not  reply. 

You  seem  very  merry  this50  morning  about  nothing,"  at  length 
said  the  Raven. 

Why  should  I  not  be  so  ?"  replied  the  Robin. 

"Don't  you  see  those  black  clouds  yonder?"  said  the  Raven. 
"  What  do  they  foretell  but  snow  ? ''  and  he  shivered  at  the  thought 
of  it. 

"  Wait  till  it  comes;  time  enough  to  be  sad100  then.     I  shall  sing 


KXKUC1SKS    KOI;    I'KACTH'K.  100 

till  then  at  :iny  rate;  and   perhaps  then  too.  for  it  will  not  make  inc 
anv   colder."  cliirpcd  the  Robin. 

"I  dare  say  you  arc  fool  enough  to  do  so,"  croaked  the  l!a\en. 
But  the  Robin  hopped  a \\  a y  :  perha ps  1  o  lind  more  cheerful  com- 
pany than  1  he150  Haven's. 

l!\    and    h\    the   sun   shone    forth;  and   as   the   robin   was   siiiirinir 
hlithly  on  the  fanner's  fence,  the    Raven  attain   came  out.  not  seem 
inir  to  lie  much  livelier  for  the  sunshine. 

"\\Y1I,  my  friend,  and  where 's  \  our  snow  V  "  said  the  Robin. 

"Nevermind;  it  will  come,"  replied  the- Haven,  sulkily. 

"And  mean\\  hile  you  will  croak  vourself  hoarse.  For  my  part. 
I  like  to  lake  the  bright  side  of  e\  erythin^,  and  I  seldom  fail  to 
lind  it." 

Hut,  the  Raven  croaked  (»n.  and  the  Robin  san,Lr  on  ;  and  it  is  said 
that  the  Haven  croaked  till  lie  died,  and--'1"  that  the  Robin  san LJ  on 
his  Lira  v  <  . 


THE    SPIDER    AND    THE    KING. 

Robert  Bruce,  one  of  the  Kinirs  of  Scotland,  had  a  lon.ir  war  and 
foiiuht  maiiv  battles  with  the  Kn.irlish.  At  that  time  the  people  of 
England  and  Scotland  \\  ere  enemies,  and  did  each  other  all  the  harm 
they  could. 

Bruce  had  been  defeated  in  some-'"'  battles,  and  his  soldiers  were 
all  scattered  SO  thai  he  was  left  quite  alone.  Edward  t  he  K  in»- of 
England,  sent  men  everywhere,  all  over  Scotland,  to  capture  him. 

Bruce  was  obliged  to  hide  in  the  forests,  in  caves  amonir  the  hills 
and  mountains,  and'  in  old,  deserted  buildings,  lie  could1""  stay  in 
one  place  only  a  Short  time,  for  fear  that  Edward's  soldiers  would 
lind  him  and  dra.tr  him  away  to  prison. 

One  evening  lie  found  shelter  in  a  poor,  miserable  old  cottage. 
lie  was  very  much  discouraged-,  and  almost  ready  to  u'ive  up  all 
hope  of  rc.ii-ainiiiir  his  kingdom.1-"1"  or  even  of  saving  his  life. 

lie  threw  himself  down  upon  a  heap  of  straw,  and  lay  on  his 
back,  with  his  hands  under  his  head.  He  v\as  unable  to  sleep,  and, 
in  the  dim  liirht,  looked  up  at  the  rafters  of  the  hut,  covered  over 
with  cobwebs. 


110  THE   TWENTIETH   CENTURY   SHORTHAND. 

He  lay5"0  thus  for  a  long  time  thinking  of  his  misfortunes,  and 
becoming  more  and  more  disheartened. 

At  last  he  chanced  to  notice  a  spider,  trying  to  swing  itself  by  a 
thread  from  one  rafter  to  another. 

Twelve  times  the  spider  made  an  effort  to  reach  the  desired  point, 
and  failed  every250  time.  After  each  trial  it  swung  back  to  the  place 
from  which  it  started.  It  seemed  to  make;  no  progress,  and  still  it 
kept  on  trying  again  and  again,  in  spite  of  twelve  failures. 

Bruce  watched  as  the  spider  leaped  once  more  toward  the  rafter. 
This  time  the  effort  was*10  successful,  and  the  point  was  reached. 

"  The  thirteenth  time  !"  said  the  King,  springing  to  his  feet.  "I 
accept  this  as  a  lesson  not  to  be 'discouraged  under  difficulties.  I 
will  once  more  risk  my  life  in  the  struggle  for  my  beloved  country." 

Bruce  left  the  cottage  immediately,  and  soon  collected360  a  few  of 
his  faithful  followers.  With  the  assistance  of  these  he  surprised 
and  captured  a  small  castle  held  by  the  English.  Then  more  sol- 
diers gathered  about  him. 

He  went  on  gaining  victory  after  victory  until  King  Edward's 
men  were  all  driven  out  of  Scotland,  and  he  was  not  molested4"" 
by  them  again  during  the  remainder  of  his  life.4"" 


THE    ROBIN'S    SONG. 

I  asked  a  sweet  robin,  one  morning  in  May, 
Who  sung  in  the  apple  tree  over  the  way, 
What  it  was  he  was  singing  so  sweetly  about. 
For  I'd  tried  a  long  time  and  I  could  not  find  out. 

Why,  I'm  sure,"  he  replied,  "  you  can  not50  guess  wrong 
Don't  you  know  I  am  singing  a  temperance  song  ? 
Teetotal,  oh  !  that's  the  first  word  of  my  lay ; 
And  then  don't  you  see  how  I  twitter  away  ? 

'Tis  because  I  have  just  dipped  my  beak  in  the  spring, 
And  brushed  the  fair  face  of  the  lake  with  my100  wing  ; 
Cold  water !  cold  water !  yes,  that  is  my  song, 
And  I  love  to  keep  singing  it  all  the  day  long ! "  m 


EXKBOISES   FOB  PRACTICE.  Ill 

Whatever  I  have  tried  to  do  in  my  life,  I  have  tried  with  all  my 
heart  to  do  well.  What  I  have  devoted  myself  to,  I  have  devoted 
myself  to  completely.  Never  to  put  my  hand  to  anything  on  which 
I  would  not  throw  my  whole  self,  and  never  to5"  affect  depreciation 
of  my  work,  whatever  it  was,  I  find  now  to  have  been  my  golden 
rules.  CHARLES  DICKENS.  69 


Do  not  let  us  lie  at  all.  Do  not  think  of  one  falsity  as  harmless, 
and  another  as  slight,  and  another  as  unintended.  Cast  them  all 
aside.  They  may  be  light  and  accidental,  but  they  are  ugly  soot 
from  the  smoke  of  the  pit,  for  all  that ;  and  it  is50  better  that  our 
hearts  should  be  swept  clean  of  them,  without  one  care  as  to  which 
is  largest  or  blackest.  RrsKiN." 

What  is  it  to  be  a  gentleman  ?  It  is  to  be  honest,  to  be  gentle,  to 
be  generous,  to  be  brave,  to  be  wise,  and,  possessing  all  these  qual- 
ities, to  exercise  them  in  the  most  graceful  outward  manner. 

TlIACKEKAY.39 


He  who  has  a  thousand  friends, 

Has  not  a  friend  to  spare  ; 
But  he  who  has  one  enemy, 

\Vill  meet  him  everywhere. 

RALPH  WALDO  E.\iEKsoN.25 


Were  I  so  tall  to  reach  the  pole, 

Or  grasp  the  ocean  in  my  span, 
I  must  be  measured  by  my  soul : 

The  mind's  the  standard  of  the  man. 

ANON." 


HOW  CYRUS  LAID  THE  CABLE. 

Bold  Cyrus  Field,  he  said,  said  he  : 
I  have  a  pretty  notion 
That  I  can  lay  a  telegraph 
Across  the  Atlantic  ocean." 


112  THE   TWENTIETH   CENTURY   SHORTHAND. 

Then  all  the  people  laughed  and  said 

They'd  like  to  see  him  do  it; 

He  might  get  half-seas  over, 

But  he  never5"  could  go  through  it. 

To  carry  out  his  foolish  plan 
He  never  would  be  able  ; 
He  might  as  well  go  hang  himself 
With  his  Atlantic  cable. 

But  Cyrus  was  a  valiant  man, 

A  fellow  of  decision  ; 

He  heeded  not  their  mocking  words, 

Their  laughter  and  derision. 

Twice  did  his  bravest""1  efforts  fail, 
And  yet  his  mind  was  stable  ; 
He  wa'n't  the  man  to  break  his  heart 
Because  he  broke  his  cable. 

"  Once  more,  my  gallant  boys  !"  lie  cried, — 
' '  Three  times  ! — you  know  the  fable  ; " 
"  I'll  make  it  thirty,"  muttered  he, 
"  But  that  I'll  lay  this  cable  !" 

Once  more  they  tried.160     "Hurrah!  hurrah!' 
What  means  this  great  commotion  ? 
The  Lord  be  praised  !  the  cable  is  laid 
Across  the  Atlantic  ocean  ! 168 


THE    REINDEER. 

This  is  the  most  useful  animal  of  the  deer  kind.  From  it  alone 
the  natives  of  Lapland  supply  the  most  of  their  wants.  It  is  a 
native  of  the  icy  regions  of  the  north,  where  the  summer  is  too 
short  for  fruits  and  grain  to  ripen,  and  the60  few  vegetables  which 
flourish  there  are  chiefly  stunted  shrubs,  moss,  and  lichens,  upon 
which  the  reindeer  subsists. 

It  supplies  the  place  of  the  horse  in  conveying  its  owner  from  one 


EXERCISES   FOR  PRACTICE.  113 

portion  of  the  country  to  another;  of  the  cow,  in  giving  milk;  and 
of  the  sheep,  in'fumishing  them  with1""  very  warm  clothing 

During  the  summer,  the  milk  of  the  reindeer  is  boiled  till  it  is 
quite  thick,  being  thus  preserved ;  and,  with  the  curd,  forms  their 
chief  provision.  During  the  winter,  it  is  kept  frozen  in  a  bag  made 
of  the  skin  of  this  animal,  or  in  its  paunch,1""  and  is  mixed  with 
cranberries,  making  a  wholesome  and  palatable  food.  They  make 
very  little  butter,  but  considerable  cheese  When  cheese  is  to  be 
made,  the  milk  is  mixed  with  water,  otherwise  it  would  be  too 
rich  to  curdle,  and  is  thickened  with  rennet.  The  curd  is  then 
pressed^  into5""  cheeses,  which  are  never  found  to  breed  mites,  like 
the  cheese  of  other  countries,  probably  because  the  mite-fly  is  not  to 
be  found  in  Lapland. 

No  part  of  these  animals  is  destroyed  ;  their  skins  are  made  into 
shoes,  bedding,  tent-covers,  und  dresses;  their  horns  are  converted 
into  glue,250  or  various  kinds  of  vessels ;  their  bones  into  knives, 
spoons  and  needles  ;  their  sinews  are  dried  and  divided  so  as  to  make 
the  strongest  kind  of  cord  and  sewing  thread ;  their  blood  is  pre- 
served in  small  casks,  to  make  sauce  with  the  marrow  in  the  spring  ; 
and  their  tongues,  which300  are  considered  a  great  delicacy,  are  dried 
and  sold  in  the  more  southern  provinces.  * 

The  Laplanders  travel  in  a  kind  of  sledge,  shaped  like  a  small 
boat ;  and,  with  the  reins  fastened  to  the  horns  of  the  deer,  they 
may  journey  almost  any  distance.  The  reindeer  can  run  two  hun- 
dred35" miles  in  a  day. 

While  the  fields  are  clothed  with  moss,  the  Laplander  is  contented 
and  happy;  dressed  up  warmly  in  deer-skin  clothes,  shoes  and 
gloves,  he  is  ignorant  of  any  greater  luxury  than  what  his  milk 
and  smoke-dried  flesh  afford  him.  Hardened  to  the  climate,  he 
sleeps400  in  the  midst  of  ice,  and  dozes  away  his  time  with  tobacco, 
while  his  faithful  dogs  supply  his  place  and  keep  the  herd  together. 

The  deer  find  their  food,  though  covered  with  the  deepest  snows, 
which  they  turn  up  with  their  noses  and  feet.  They  are  familiar 
companions  of  their450  owners  and  their  families  ;  and  a  man's  wealth 
in  Lapland  is  calculated  by  the  number  of  reindeer  he  possesses.469 


114  THE   TWENTIETH   CENTURY  SHORTHAND. 

NEW  YORK  CITY,  May  25th,  1893. 
DEAK  MOTHER:  — 

I  do  not  regret  the  step  I  have  taken.  I  completed  my  course  in 
shorthand  and  type-writing  in  much  less  time  than  I  expected,  and 
this  place  seemed  waiting  for  me  when  I  was  ready  for  it.50 

I  like  my  position  very  much,  and  one  great  satisfaction  about  it 
is  the  feeling  that  I  am  not  only  self-supporting,  but  really  earning 
something  besides.  I  am  the  only  lady  in  the  office,  but  the  gentle- 
men are  all  very  courteous  to  me,  and  as  my  time  is  pretty""1  well 
occupied  while  at  the  office,  I  do  not  get  lonely. 

You  can  hardly  conceive  of  the  amount  of  mail  received  by  a  large 
house  like  this.  There  is  some  difference  between  getting  three  or 
four  letters  per  week,  and  having  from  twenty  to  eighty  or  a  hun- 
dred to  reply15"  to  every  day.  You  can  easily  see  that  a  man  whose 
business  calls  for  such  an  amount  of  mail,  must,  of  course,  have  a 
great  deal  else  to  attend  to  besides  his  own  letter-writing. 

Mr.  Smith  comes  in  in  the  morning,  seats  himself  to  a  great  batch 
of  mail,'2""  and  begins  to  open  and  read  as  fast  as  lie  can,  dictating 
his  reply  to  each  one  as  soon  as  it  is  read,  before  laying  it  down. 

Thus,  in  from  half  an  hour  to  an  hour  or  so,  his  part  of  the  work 
is  done,  and  he  is  away  attending250  to  other  matters,  while  I  pro- 
ceed to  run  off  the  letters  on  the  type-writer  and  get  them  into  the 
mail. 

Every  afternoon  I  get  a  little  leisure  in  which  I  can  go  out  and 
get  the  air.  It  is  only  a  fewr  blocks — just  a  nice  walk — to  the""' 
park,  where  there  is  many  a  shady  nook  in  which  one  may  inhale 
fresh  air  and  read  a  book  without  molestation. 

Maude  Gifford,  a  class-mate,  has  a  place  in  a  law  office  near  me, 
and  we  are  together  quite  often.  So  you  see,  I  am  pleasantly  loca- 
ted, and  really35"  enjoying  life  well. 

Hoping  that  it  is  well  with  you  all  at  home,  I  remain 
Your  loving  daughter, 

MART.** 


EXERCISES   FOR   PRACTICE.  115 

BOSTON,  MASS.,  Feb.  15th,  1893. 
O.  K.  «fc  Co." 

Care  Tribune,  N.  Y. 

Gentlemen: — In  the  Tribune  of  this  date  I  notice  your  advertise- 
ment for  a  book-keeper  and  cashier  for  a  retail  dry-goods  house,  and 
I  desire  to  be  considered  an  applicant*0  for  the  place. 

I  am  now  occupying  a  similar  position  with  Messrs.  Brown  A: 
Joice  of  this  city,  to  whom  I  have  the  pleasure  of  referring  you. 

I  am  twenty  years  of  age  and  single  :  have  held  my  present  posi- 
tion ever  since  my  graduation  from  the  Packard  Business  College. 
in1""  1890,  and  my  present  reason  for  desiring  a  change  of  location 
is  that  my  family  have  removed  to  New  York. 
My  father  can  be  seen  at  No.  404  Broadway. 
Hoping  for  a  favorable  consideration,  I  am 
Yours  very  respectfully, 

FRED  W.  HARMON.  14: 


RANDOLPH,  N.  Y.,  April  3rd,  1893 
Mis.  J.  L.  SLATER, 

Buffalo,  N.  Y. 

])i  <ir  Sir : — This  will  introduce  to  you  Mr.  J.  E.  Hazard  of  this 
place,  who  visits  Buffalo  in  the  interests  of  the  Elko  Mining,  Mill- 
ing and  Manufacturing  Co. 

He  is  a  gentleman  upon  whose-'"'  statements  you  can  rely  ;    and 
any  courtesy  you  may  show  him  will  be  duly  appreciated,  and  con- 
sidered the  same  as  a  personal  favor  to  me. 
Yours  sincerely, 

PAT  MOORE.™ 


HARTFORD,  CONN,,  Nov.  10th,  1893. 
MESSRS.  PLIMPTON  «fc  SON. 

Portland,  Me. 

Gentlemen: — Your  favor  of  the  6th  iust.  is  received,  in  accordance 
with  which  we  have  shipped  you  to-day  as  per  inclosed  bill  of  lad- 
ing, 200  barrels  of  apples  (greenings),  and  1005"  dozen  eggs. 


116  THE   TWENTIETH   CENTUKY   SHORTHAND. 

Plca.se  advise  us  upon  receipt  of  same,  and  hold  proceeds  of  sales 
subject  to  our  order. 

Yours  truly, 

LAM  PER   &    KlNGSLEY.74 


ST.  Louis,  Mo.,  July  24th,  1893. 
MK.  D.  E.  LINOJ-ENT, 
Dubuque,  Iowa. 

Dmr  Sir: — AVe  enclose  an  itemized  statement  of  your  account 
showing  a  balance  of  $125.43  which  is  now  considerably  over-due. 
A  prompt  settlement  would  greatly  oblige  us. 
Hoping  for5"  an  early  remittance,  and  your  future  patronage,  I 
remain, 

Yours  respectfully, 

I.  N.  NEED.M 


THE  ZIGZAG  CLUB  ON  THE  ATLANTIC. 

MY  DEAR  PARENTS  : — 

If  I  can  only  get  safely  back  to  Boston,  I  will  never  start  on  a 
voyage  again. 

I  knew  it  would  be  so.     I  have  been  sea-sick. 

The  first  night  and  day  we  had  very  pleasant  weather  and  a 
light50  sea.  On  the  evening  of  the  second  day,  I  was  on  deck  with 
the  boys.  All  at  once  the  boat  gave  a  great  lurch.  Then  another. 
Then  another. 

"  We  are  getting  into  rough  water,"  said  Master  Lewis. 

Wyllys  Wynn,  who  is  a  poet,  was  repeating  some  beautiful 
rhymes,  when  suddenly1""  he  grew  white  in  the  face,  and  said, 
"And  so  it  goes  on  for  several  lines."  He  meant  the  poetry. 
Then  he  began  to  wander  to  and  fro  in  search  of  the  cabin  and 
his  state-room. 

Frank  Gray  began  to  tell  a  story,  but  stopped  short,  and  said, 
"The  15°  rest  is  like  unto  that!"  He  meant  the  rest  of  the  story. 
Then  he  went  to  the  cabin  "  making  very  crooked  steerage,"  as  one 
of  the  deck-hands  said. 


EXERCISES   FOB  PRACTICE.  117 

Ernest  Wyim  followed  him  in  the  same  strange  gait. 

"The  Zigzag  Club,"  said  the  deck-hand,  lie  was  a  very  sar- 
castic'-"" man. 

The  ship  gave  another  dreadful  lurch,  and  I  began  to  feel  very 
strange.  I  went  to  my  state-room.  I  felt  worse  on  the  way.  The 
ship  seemed  to  have  lost  all  her  steadiness. 

I  cannot  describe  the  night  which  followed.  The  ship  creaked, 
and  seemed  just  about'-'5"  to  roll  over  after  every  lurch.  Some- 
times she  went  up.  I  was  so  di/'/y,  it  seemed  to  me  she  went 
up  almost  to  the  moon.  Then  she  came  down.  She  always  came 
down.  It  seemed  to  me  she  must  be  going  down  to  the  bottom  of 
the  sea. 

A  dreadful"""  day  followed.  I  did  not  leave  my  room.  I  wished 
I  had  never  left  home.  I  felt  like  the  Frenchman  who  said,  "I 
would  kees  ze  land,  if  I  could  only  see  any  land  to  kees." 

The  next  day  I  felt  better,  only  there  was  a  light  feeling  in  my350 
head.  I  went  up  on  deck.  The  sun  was  shining.  The  wind  blew, 
but  the  air  was  very  refreshing. 

This  is  the  fourth  day  out.  I  have  been  able  to  eat  to-day — I  am 
feeling  very  hungry. 

I  find  that  all  the  boys  have  been  obliged  to  keep  their4""  rooms 
except  George  Howe,  who  is  in  the  steerage. 

How  fearful  I  am  we  shall  have  another  night  like  that!  How 
glad  I  shall  be  to  see  land  again  1  The  land  is  the  place  after  all. 
I  wish  I  were  sure  we  would  have  good  weather,  when  we  return. 

Your450  thoughtful  son, 

THOMAS  ToBY.454 


LOVE. 

Though  I  speak  with  the  tongues  of  men  and  of  angels,  and  have 
not  Love,  I  am  become  as  sounding  brass,  or  a  tinkling  cymbal. 
And  though  I  have  the  gift  of  prophecy,  and  understand  all  mys- 
teries, and  all  knowledge  ;  and  though  I  have  all  faith,  so  that  I50 
could  remove  mountains,  and  have  not  Love,  I  am  nothing.  <  And 
though  I  bestow  all  my  goods  to  feed  the  poor,  and  though  I  give 
my  body  to  be  burned,  and  have  not  Love,  it  profiteth  me  nothing. 


118  THE   TWENTIETH   CENTURY   SHORTHAND. 

Love  suffereth  long,  und  is  kind  ;  Love  envieth  not ;  Love  vaunt- 
eth  not"1"  itself,  is  not  puffed  up,  doth  not  behave  itself  unseemly, 
seeketh  not  her  own,  is  not  easily  provoked,  thinkcth  no  evil; 
rejoiceth  not  in  iniquity,  but  rejoiceth  in  the  truth  ;  beareth  all 
things,  belie veth  all  things,  hopeth  all  things,  endureth  all  things. 

Love  never  faileth  ;  but  whether  there  be  prophecies,150  they  shall 
fail ;  whether  there  be  tongues,  they  shall  cease ;  whether  there  be 
knowledge,  it  shall  vanish  away.  For  we  know  in  part ;  and  we 
prophesy  in  part.  But  when  that  which  is  perfect  is  come,  then 
that  which  is  in  part  shall  be  done  away. 

When  I  was  a'2""  child,  I  spake  as  a  child,  I  understood  as  a  child, 
I  thought  as  a  child  ;  but  when  I  became  a  man,  I  put  away  child- 
ish things.  For  now' we  see  through  a  glass,  darkly  ;  but  then  face 
to  face  ;  now  I  know  in  part ;  but  then  shall  I  know*5"  even  as  also 
i  am  known. 

And  now  abideth  faith,  hope,  Love,  these  three  ;  but  the  greatest 
of  these  is  Love.  BIBLE. 'J™ 


MORAL  EFFECT  OF  WORSHIP. 

Man,  by  worshiping,  becomes  assimilated  to  the  moral  character 
of  the  object  which  he  worships.  This  is  an  invariable  principle, 
operating  with  the  certainty  of  cause  and  effect.  The  worshiper 
looks  upon  the  character  of  the  object  which  he  worships  as  the 
standard  of  perfection.  He6"  therefore  condemns  everything  in 
himself  which  is  unlike,  and  approves  of  everything  which  is  like 
that  character.  The  tendency  of  this  is  to  lead  him  to  abandon 
everything  in  himself,  and  in  his  course  of  life,  which  is  condemned 
by  the  character  and  precepts  of  his  god,  and  to  conform1""  himself 
to  that  standard  which  is  approved  by  the  same  criterion.  The 
worshiper  desires  the  favor  of  the  object  worshiped,  and  this,  rea- 
son dictates,  can  be  obtained  only  by  conformity  to  the  will  and  the 
character  of  that  object.  To  become  assimilated  to  the  image  of 
the  object  worshiped  must15"  be  the  end  of  desire  with  the  wor- 
shiper. His  aspirations,  therefore,  every  time  he  worships  do,  from 
the  nature  of  the  case,  assimilate  his  character  more  and  more  to 
the  model  of  the  object  that  receives  his  homage. 


EXERCISES  FOR  PRACTICE.  11!) 

To  this  fact  the  whole  history  of  the  idolatrous  world  hears  testi- 
monj".2""  Without  an  exception,  the  character  of  every  nation  and 
tribe  of  the  human  family  has  been  formed  and  modified,  in  a  great 
decree,  by  the  character  attributed  to  their  gods. 

JAMES  B.  WAI.KKK,  D.  D.230 


RIP  VAN  WINKLE. 

Rip  Van  Winkle,  however,  was  one  of  those  happy  mortals,  of 
foolish,  well-oiled  dispositions,  who  take  the  world  easy,  eat  white 
bread  or  brown,  whichever  can  be  got  with  least  thought  or  trouble, 
and  would  rather  starve  on  a  penny  than  work  for  a  pound.  If50 
left  to  himself,  he  would  have  whistled  life  away  in  perfect  con- 
tentment ;  but  his  wife  kept  dinning  in  his  ears  about  his  idle- 
ness, his  carelessness,  and  the  ruin  he  was  bringing  on  his  family. 
Morning,  noon  and  night,  her  tongue  was  incessantly  going,  and 
everything  he  said  or  did  was1""  sure  to  produce  a  torrent  of  house- 
hold eloquence.  Rip  had  but  one  way  of  replying  to  all  lectures 
of  the  kind,  and  that,  by  frequent  use,  had  grown  into  a  habit.  He 
shrugged  his  shoulders,  shook  his  head,  cast  up  his  eyes,  but  said 
nothing.  This,  however,  always  provoked  alb"  fresh  volley  from 
his  wife  ;  so  that  he  was  fain  to  draw  off  his  forces,  and  take  to  the 
outside  of  the  house — the  only  side  which,  in  truth,  belongs  to  a 
hen-pecked  husband. 

Rip's  sole  domestic  adherent  was  his  dog  Wolf,  who  was  as  much 
hen-pecked  as'-'""  his  master ;  for  Dame  Van  Winkle  regarded  them 
as  companions  in  idleness,  and  even  looked  upon  Wrolf  with  an  evil 
eye,  as  the  cause  of  his  master's  going  so  often  astray.  True  it  is, 
in  all  points  of  spirit  befitting  an  honorable  dog,  he  was  as  courage- 
ous an  animal  as'-'r"'  ever  scoured  the  woods  ;  but  what  courage  can 
withstand  the  ever-enduring  and  all-besetting  terrors  of  a  woman's 
tongue  '?  The  moment  Wolf  entered  the  house  his  crest  fell,  his 
tail  drooped  to  the  ground  or  curled  between  his  legs,  he  sneaked 
about  with  a  gallows  air,  casting  many  a300  side-long  glance  at  Dame 
Van  Winkle,  and  at  the  least  nourish  of  a  broom  stick  or  ladle  he 
would  fly  to  the  door  with  yelping  precipitation. 

WASHINGTON  IitviNO.389 


120  THE   TWENTIETH   CENTURY   SHORTHAND. 

GARFIELD  AT  CHAUTAUQUA. 

Fellow  Citizens: — You  have  done  so  much  for  me  since  I  arrived 
on  this  shore  that  I  am  quite  unable  to  tell  what  sort  of  a  man  I  am 
this  morning.  I  had  never  been  here.  I  really  did  not  know  what 
you  meant  here,  and  F"  went  around  to  Dr.  Vincent  last  night  and 
asked  him  rather  bluntly  to  sit  down  and  tell  me  what  lie  means, 
what  Ohantauqua  means,  what  your  work  here  means,  and  he  filled 
me  so  full  of  your  idea  that  I  have  not  yet  assimilated  it  so  as  to  lie 
quite1""  sure  what  manner  of  man  I  am  since  I  got  hold  it. 

But  this  I  say — you  are  struggling  with  one  of  the  two  great 
problems  of  civilization.  The  first  one  is  a  very  old  struggle,  it  is : 
"How  shall  we  get  any  leisure  ?"  ^That  is  the  problem  of15"  every 
hammer-stroke,  of  every  blow  that  labor  has  struck  since  the  found- 
ation of  the  world.  (Applause.)  The  fight  for  bread  is  the  great 
first  primal  fight,  and  it  is  so  absorbing  a  struggle  that,  until  one 
conquers  it  somewhat,  he  can  have  no  leisure  whatever. 

So  that  we  may-""  divide  the  whole  struggle  of  the  human  race 
into  two  chapters :  first,  the  fight  to  get  leisure  ;  and  then  comes 
the  second  fight  of  civilization  ;  "What  shall  we  do  with  our  leisure 
when  we  get  it  ?"  And  I  take  it  that  Chautauqua  has  assailed  this 
second  problem. 

Now  leisure  is550  a  dreadfully  bad  thing  unless  it  is  well  used.  A 
man  with  a  fortune  ready-made,  and  with  leisure  on  his  hands,  is 
likely  to  get  sick  of  the  world,  sick  of  himself,  tired  of  life,  and 
become  a  useless,  wasted  man. 

What  shall  you  do  with  your  leisure  ?  I300  understand  that  Chau- 
tauqua is  trying  to  answer  that  question,  and  to  open  out  fields  of 
thought,  to  open  out  energies,  a  largeness  of  mind,  a  culture  in  the 
better  sense,  "with  the  varnish  scratched  off,"  as  Brother  Kirk  wood 
says.  We  are  getting  over  the  business  of  varnishing  our  native 
woods350  and  painting  them.  We  are  getting  down  to  the  real  grain, 
and  finding  whatever  is  best  in  it,  and  truest  in  it ;  and  if  Chautau- 
qua is  helping  to  garnish  our  people  with  the  native  stuff  that  is  in 
them,  rather  than  with  the  paint  and  varnish  and  gew-gaws  of4"" 
culture,  they  are  doing  well.  (Applause.) 

Now,  therefore,  Chautauqua  has  filled  me  with  thought ;  and  in 
addition  to  that,  you  have  filled  me  with  gratitude  for  your  kind- 


EXERCISES   FOR  PRACTICE.  121 

ness,  gratitude  for  this  great  spontaneous  greeting  in  the  early 
morning — earlier  than  men  of  leisure  usually  get  up.  (Applause 
and  laughter.)  Some  of450  these  gentlemen  of  the  press  around  me 
,  look  distressed  at  this  early  rising,  for  this  early  meeting  that  you 
have  gotten  up.  (Applause  and  laughter.)  But,  nevertheless,  this 
greeting  on  the  slope  towards  the  sun  is  very  precious  to  me,  and  I 
thank  you  for  it  all. 

You  are  an501'  audience  of  mixed  citizens  here,  and  I  will  not 
offend  the  proprieties  of  the  occasion  by  discussing  any  controverted 
questions,  or  entering  upon  any  political  discussion.  I  look  into 
the  faces  of  men  of  all  shades  of  opinion,  but  above  our  opinions,  I 
hope,  and  below  our  opinions,  I  believe,5*"  deeper  down  than  our 
party  affiliations,  I  trust,  is  to  be  found  in  all  this  audience  that 
love  of  our  beneficent  institutions  which  makes  it  possible  for  labor. 
and  free  labor,  to  earn  leisure,  and  then  for  our  free  institutions 
to  make  our  leisure  worth  something  when  we  have  it.';""  (Ap- 
plause.)601 


ALPHABETIC  INDEX. 


A,  an,  and 70,99 

Abbreviations,  Inititials,  etc 68,  98,  99 

Advertisements 130,131 

Alphabet ' 28,  80 

Amanuensis 78 

Angular  Joinings 32,  44,  84,  89 

Approved  Forms 64,  66,  96,  97 

Arbitrary  Schemes 19 

Articles  by  Implication 70,  99 

At  ..    48,  70,  99 

Ax,  (ace,  acs,  acks)     40,  62,  96 

B 32,  84 

Basis  of  System 4,  10,  23 

Been : 50,  92 

BhandBy. 66,98 

Bk  and  Bg  . . 66,  97 

Brevity,  how  secured 11,  23 

Brook,  The 106 

C 80,  99 

Can 50,  92 

Can  not  vs.  Can't 48,  92 

Cardinals 56,94 

Cation,  final 62,  96 

Ch 34,  85,  99 

Chart  for  Reference 28 

Circles,  "  Curved  " 50,  92 

"      Inside  of  Hooks 36,  86 

"       Joined  Angularly   44,  89 

"      Not  Lengthened 93 

Combining  Powers 24,  90,  97 

Common  Errors  in  Modern  Systems 17-23 


ALPHABETIC   INDEX.  123 

Common  Phrases 72,  100 

t'on.  Com,  Cog,  and  Coun 58,  95 

Consonant  between  two  Vowels 85 

( 'onsonant  Powers  24,  38-55,  79,  86-94 

Consonants 79,  84 

Attached  to  each  other 92 

Curved 50,  92 

Inside  of  Curves 44,  89 

Lengthened 52,  93 

Shaded 40,  87 

Construction,  Complexity  of 17 

of  Modern  Systems  Compared 10,  11 

Contents,  Table  of 6 

Contractions 85,  97 

Correlative  Pairs 79,  84 

Could,  tiual  52,  93 

Counting  Words 105 

Court  Notes 76,  101 

Curved  Joinings  ... ...     84,  86 

Curving  Power ...  42,  50,  88,  92 

D 48,  52,  91,  93 

De,  Di,  initial 52,  93 

Ded  or  Did,  final  54,  93 

Definitions  78 

Dictation 29,  103 

Diphthong  Stroke 83 

Direction  of  Vowel  Strokes  83 

Direct  Movement 28,  79,  84 

Done 50,92 

Doubly  Lengthened  Consonants 52,  54,  93 

Ease  of  Acquirement 4,  9,  75 

"     "   Execution 9,16 

Ed,  final 52,  93 

Ellipses 42,  54,  89,  94 

Empowered  Consonants 86 

Errors  Avoided 17-23 

G 


134  THE   TWENTIETH   CENTURY   SHORTHAND. 

E  Rule 82 

Ex  (eec,  ecs,  ecks) 40,  62,  96 

Exercises  for  Practice 105-1 21 

F 42,  44,  88,  89 

Fication,  final 62,  96 

Figures 56,  94,  105 

For 42,  64,  70,  97,  99 

From 44,  70,  99 

G 32,  81,  84 

Giii-field  at  Chautauqua 120 

Groups  Rare  and  Peculiar  66,  97 

Groups  with  N  or  M 50.  92 

"     R,  L,  W,  and  J 36,  86 

"     S,  Z,  and  Sh 40.  s? 

"     T,  D,  and  Th 52,  93 

II 34,  85,  100 

Have 42,  50,  81,  100 

II,  final 34,  86 

How  Cyrus  Laid  the  Cable ^  111 

Ideal  System,  Characteristics  of s 

Ion,  lent,  final   52.  66,  93,  OS 

les,  Ions,  final 40.  s*.  !)s 

1 111  plication,  Laws  of 95,  99 

Infinitives 52,  93 

Ing,  final 50,  60,  92.  95 

Initials,  Abbreviations,  etc (is.  9s 

In,  Into 92,  !)9 

In,  im,  en,  em,  un,  um,  initial 50.  92 

Instructions,  Compendium  of . .      .    7S-104 

To  the  Student  without  a  Teacher 29,  103 

Introduction 8-26 

Irregular  Order  of  Expression 18 

Is,  as,  us 3S,  4S 

Ish,  final 3S,  s: 

Ism,  final 46.91 


ALPHABETIC   INDEX.  125 

J 34,  36,  81,  85 

Jk 66 

Joinings,  Curved  and  Angular 32,  44,  84,  86,  89 

K 3>,84 

Kj  and  Gj 66,  98 

Knowledge  vs.  Skill  102 

Kw  (q)  36,  81,  99,  101 

L 22,  30,  36,  86 

Law  Reporting 76,  101 

Laws  of  Implication     58-62,  70,  95,  99 

Legal  Expressions,  Treatment  of ...    102 

Legibility 9,  16,  19 

Lengthening  Power . .  48,  53,  91,  93 

Ler  34,  85 

Lesson,  Method  of  Study  29 

Letter  Writing 74,100,114-116 

Longest  Signs  for  Most  Frequent  Sounds 22 

Loops  Inside  Hooks 36,  86 

Love 117 

M 42,  44,  50,  88,  89,  92 

Marks,  Punctuation,  etc 68,  98 

Material 29 

Method  of  Study  29 

.Miscellaneous  Prefixes  and  Suffixes  64,  96 

Misses  and  Mrs  ....*. 46 

Mixed  Sentences 105 

Model  Letters  74,  114-116 

Modern  Systems  Compared 10-15 

Modifying  Powers 24,  86-94 

Movement,  Direct  and  Reverse   28,  79,  84 

Mp  and  Mb 44,  88 

Multiplicity  of  Signs 21 

N 42,  44,  50,  88,  89,  92 

Ness,  final  64,  97 


126  THE   TWENTIETH   CENTURY   SHORTHAND. 

Nk  and  Ng  42,  88 

Numerals 56,  94 

Of 42,  70,  99 

Omission  of  the  Unimportant 81 

Omission  or  Uncertainty  of  Vowels  19 

Omission  Indicated 64,  97 

On,  or  onto 48,  92,  99 

Order  of  Expression,  Irregular ........         18 

Order  of  Expression,  Regular . .      9,  82 

Order  of  Powers ,   47,  90,  93 

Ordinals 56,  94 

Over  (more,  more-than) 70,  99 

P. 32,84 

Pairs  of  Similar  Consonants 79,  84 

Parenthetical  Words 68,  98 

Peculiar  Consonant  Groups 66,  97 

Phonetic  Spelling 80 

Phrases,  Common 72,  100 

Plication,  final 62,  96 

Position,  at  Desk,  and  of  Pen 29 

Positions,  Erroneous  Use  of 18 

Legitimate  Use  of 70,  99 

Power,  Curving 42-46,  50,  88,  92 

"  Shading 38-40,46,87,91 

•"  Shortening  and  Lengthening 48,  52,  56,  91,  93,  94 

Powers,  Of  the  Alphabet  24.  79,  90.  97' 

Relative  Order  of 47,  90.  '.t:J 

Practice  102 

"  Exercises  for 105-121 

Preface  3 

Prefixes  . .  58,  62,  64,  92,  95,  96 

Preliminary  Suggestions 29 

Prepositions  by  Implication 70,  99 

Punctuation  and  Other  Marks 68,  98 

Q,  as  an  Initial  ......    99 

Q(kw). 36,  81,  101 


ALPHABETIC   INDEX.  127 

R 22,  30,  36,  86 

Rapidity 8,  29,  78,  102 

Rare  Consonant  Groups 66,  97 

Reading   29,  103 

Reference  Chart 28 

Reindeer,  The 112 

Rel  34,  85 

Repeater 68,  99 

Reporting,  Law 76,  101 

Reverse  Movement 28,  79,  84 

Review  of  Consonant  Powers 54 

Rip  Van  Winkle 119 

Robin  and  Raven,  The  108 

Robin's  Song,  The 110 

8  38,  40,  46,  68,  87,  88,  91,  99 

Schemes,  Arbitrary 19 

Selections  Ill 

Self-Dictation 103 

Ses  (ces,  etc.),  final  40,  88 

Sh .' 38,  40,  46,  87,  88,  91 

Shading  Consonants 40,  87 

Vowels 38,  46,  87,  91 

Ship,  final  42,  89,  97 

Sim  (tiou,  cian,  etc.) 46,  54,  91,  94 

Shortening  Power 48,  91 

Shorthand  Systems  Compared  10-15 

Signs,  Longest  for  Most  Frequent  Sounds 22 

Multiplicity  of 21 

Simplicity 4,  9,  75 

Sive,  final 46,  91 

Slants  of  Vowels 82,  83 

Songs  for  Practice 104 

Sounds  of  Vowels 83 

Speed 8,  29,  78,  102 

Spelling  of  Modern  Systems  Compared   14,  15 

Spelling,  Phonetic 80 

Spider  and  King,  The 109 

6* 


128  THE   TWENTIETH   CENTURY   SHORTHAND. 

St 48,  50,  52,  91 

Stenographer 78 

Student  Without  a  Teacher .   29,  103 

Suffixes 60-64,  (.r>  -97 

Suggestions,  Preliminary  '-29 

Syllables  by  Implication 58-62,  95,  96 

Syllable  Principle 56,94 

System  the  World  Demands 25 

T ...48,52,91,93 

Tame  Crow,  The 107 

Ted  and  Ded,  final 54,  93 

Testimony,  Law 76,  101 

Tli  48,  52,  91,  93 

Than 50,  92 

Ticks 85,  86,  91,  93.  98 

Tion  (Cian,  etc.)  46,  54,  91,  94 

Tivc  (Tiff,  etc.)  ..    60,95 

To  and  The is,  TO,  92,  99 

Toast  70 

U,  Direction  of 83 

U,  Shading   87 

Under  (Less,  Less-than) 70,  99 

Unempowered  Consonants 87 

Unimportant,  Omission  of 81 

Un,  Urn,  En,  Em,  In,  I  in 50,  (.)2 

V 42,  44,  88,  89 

Vowel  Governing  Medial  Consonant s."> 

Vowels 30,  79,  S2.  83 

"      Choice  of 81,  82 

"      Curved 42,  44,  88-90 

"      Curved  and  Shaded 46,  90 

"      Omission  or  Uncertainty  of 19 

"      Shaded 38,  46,  87,  91 

"      Shortened  and  Lengthened 48,  91 

"      Sounds  of  .  83 


ALPHABETIC   INDEX.  129 

W 34,  36,  85,  86 

^"li  34,85 

Wich,  AVhich 34,  48,  74,  85 

"Words  by  Implication 70,  99 

"      Counting  Xumber  of 105 

"Word-signs.  Use  of . .    3,  20,  75 

AVorship.  Moral  Effect  of 118 

Writing,  Order  of 9,  18,  82 

"        of  Modern  Systems  Compared 12,  13 

X,  as  an  Initial 99 

X  (ks) 40,  62,  80,  81,  96 

Y 34.85,86 

"  Curved  and  Lengthened. 50,  93,  98 

"Final 36,86,98 

"  Shaded 40,  88 

Z  38,  40,  46,  87,  88,  91 

Z,  as  an  Initial 99 

Zigzag  Club  on  the  Atlantic. 116 


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